Defining and communicating rural

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Developing an operational definition of rural is a crucial component of rural education research. Although researchers have discussed the challenges of defining rural (e.g., Coladarci in J Res Rural Educ 22(3), 2007; Cromartie and Bucholtz in Amber Waves 6:28-34, 2008; Hart et al. in Am J Public Health 95:1149-1155, 2005; Howley et al. in J Res Rural Educ 20(18), 2005; Isserman in Int Reg Sci Rev 28:465-499, 2005), these discussions have generally been presented at a theoretical level or do not consider issues that occur once a definition has been chosen. Examples of existing definitions and suggested guidelines are needed to ensure researchers understand the importance of aligning their operational definition of rural with the context and goals of their study, as this alignment influences the generalizability of their findings. The purpose of this chapter is threefold. First, we aim to inform rural researchers of the variety of definitions used within policy and research by providing a description of the most common definitions available to education policy makers and researchers. Next, we provide empirical examples of the impact of the choice of rural definition on statistical results and substantive inferences. Finally, we discuss practices advocated by Koziol et al. (J Res Rural Educ 30(4), 2015) that outline how to identify a suitable definition of rural, and communicate the findings given the chosen definition. We conclude by providing recommendations for future research.

Original languageEnglish (US)
Title of host publicationRural Education Research in the United States
Subtitle of host publicationState of the Science and Emerging Directions
PublisherSpringer International Publishing
Pages31-54
Number of pages24
ISBN (Electronic)9783319429403
ISBN (Print)9783319429380
DOIs
StatePublished - Jan 1 2016

Fingerprint

education
public health

Keywords

  • Communicating rural
  • Generalizability
  • Operational definition
  • Rural definitions
  • Rural policy
  • Rural research
  • Validity

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Hawley, L. R., Koziol, N. A., & Bovaird, J. A. (2016). Defining and communicating rural. In Rural Education Research in the United States: State of the Science and Emerging Directions (pp. 31-54). Springer International Publishing. https://doi.org/10.1007/978-3-319-42940-3_3

Defining and communicating rural. / Hawley, Leslie R.; Koziol, Natalie A.; Bovaird, James A.

Rural Education Research in the United States: State of the Science and Emerging Directions. Springer International Publishing, 2016. p. 31-54.

Research output: Chapter in Book/Report/Conference proceedingChapter

Hawley, LR, Koziol, NA & Bovaird, JA 2016, Defining and communicating rural. in Rural Education Research in the United States: State of the Science and Emerging Directions. Springer International Publishing, pp. 31-54. https://doi.org/10.1007/978-3-319-42940-3_3
Hawley LR, Koziol NA, Bovaird JA. Defining and communicating rural. In Rural Education Research in the United States: State of the Science and Emerging Directions. Springer International Publishing. 2016. p. 31-54 https://doi.org/10.1007/978-3-319-42940-3_3
Hawley, Leslie R. ; Koziol, Natalie A. ; Bovaird, James A. / Defining and communicating rural. Rural Education Research in the United States: State of the Science and Emerging Directions. Springer International Publishing, 2016. pp. 31-54
@inbook{52d8e1c55c534825b4df0e0ed3a1a0c8,
title = "Defining and communicating rural",
abstract = "Developing an operational definition of rural is a crucial component of rural education research. Although researchers have discussed the challenges of defining rural (e.g., Coladarci in J Res Rural Educ 22(3), 2007; Cromartie and Bucholtz in Amber Waves 6:28-34, 2008; Hart et al. in Am J Public Health 95:1149-1155, 2005; Howley et al. in J Res Rural Educ 20(18), 2005; Isserman in Int Reg Sci Rev 28:465-499, 2005), these discussions have generally been presented at a theoretical level or do not consider issues that occur once a definition has been chosen. Examples of existing definitions and suggested guidelines are needed to ensure researchers understand the importance of aligning their operational definition of rural with the context and goals of their study, as this alignment influences the generalizability of their findings. The purpose of this chapter is threefold. First, we aim to inform rural researchers of the variety of definitions used within policy and research by providing a description of the most common definitions available to education policy makers and researchers. Next, we provide empirical examples of the impact of the choice of rural definition on statistical results and substantive inferences. Finally, we discuss practices advocated by Koziol et al. (J Res Rural Educ 30(4), 2015) that outline how to identify a suitable definition of rural, and communicate the findings given the chosen definition. We conclude by providing recommendations for future research.",
keywords = "Communicating rural, Generalizability, Operational definition, Rural definitions, Rural policy, Rural research, Validity",
author = "Hawley, {Leslie R.} and Koziol, {Natalie A.} and Bovaird, {James A.}",
year = "2016",
month = "1",
day = "1",
doi = "10.1007/978-3-319-42940-3_3",
language = "English (US)",
isbn = "9783319429380",
pages = "31--54",
booktitle = "Rural Education Research in the United States",
publisher = "Springer International Publishing",

}

TY - CHAP

T1 - Defining and communicating rural

AU - Hawley, Leslie R.

AU - Koziol, Natalie A.

AU - Bovaird, James A.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Developing an operational definition of rural is a crucial component of rural education research. Although researchers have discussed the challenges of defining rural (e.g., Coladarci in J Res Rural Educ 22(3), 2007; Cromartie and Bucholtz in Amber Waves 6:28-34, 2008; Hart et al. in Am J Public Health 95:1149-1155, 2005; Howley et al. in J Res Rural Educ 20(18), 2005; Isserman in Int Reg Sci Rev 28:465-499, 2005), these discussions have generally been presented at a theoretical level or do not consider issues that occur once a definition has been chosen. Examples of existing definitions and suggested guidelines are needed to ensure researchers understand the importance of aligning their operational definition of rural with the context and goals of their study, as this alignment influences the generalizability of their findings. The purpose of this chapter is threefold. First, we aim to inform rural researchers of the variety of definitions used within policy and research by providing a description of the most common definitions available to education policy makers and researchers. Next, we provide empirical examples of the impact of the choice of rural definition on statistical results and substantive inferences. Finally, we discuss practices advocated by Koziol et al. (J Res Rural Educ 30(4), 2015) that outline how to identify a suitable definition of rural, and communicate the findings given the chosen definition. We conclude by providing recommendations for future research.

AB - Developing an operational definition of rural is a crucial component of rural education research. Although researchers have discussed the challenges of defining rural (e.g., Coladarci in J Res Rural Educ 22(3), 2007; Cromartie and Bucholtz in Amber Waves 6:28-34, 2008; Hart et al. in Am J Public Health 95:1149-1155, 2005; Howley et al. in J Res Rural Educ 20(18), 2005; Isserman in Int Reg Sci Rev 28:465-499, 2005), these discussions have generally been presented at a theoretical level or do not consider issues that occur once a definition has been chosen. Examples of existing definitions and suggested guidelines are needed to ensure researchers understand the importance of aligning their operational definition of rural with the context and goals of their study, as this alignment influences the generalizability of their findings. The purpose of this chapter is threefold. First, we aim to inform rural researchers of the variety of definitions used within policy and research by providing a description of the most common definitions available to education policy makers and researchers. Next, we provide empirical examples of the impact of the choice of rural definition on statistical results and substantive inferences. Finally, we discuss practices advocated by Koziol et al. (J Res Rural Educ 30(4), 2015) that outline how to identify a suitable definition of rural, and communicate the findings given the chosen definition. We conclude by providing recommendations for future research.

KW - Communicating rural

KW - Generalizability

KW - Operational definition

KW - Rural definitions

KW - Rural policy

KW - Rural research

KW - Validity

UR - http://www.scopus.com/inward/record.url?scp=85018070412&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85018070412&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-42940-3_3

DO - 10.1007/978-3-319-42940-3_3

M3 - Chapter

AN - SCOPUS:85018070412

SN - 9783319429380

SP - 31

EP - 54

BT - Rural Education Research in the United States

PB - Springer International Publishing

ER -