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What is Diverse Population

Empowering Formal and Informal Leadership While Maintaining Teacher Identity
A population with one or more of the following possible characteristics that differs from others: socioeconomic status, race, ethnicity, language, disabilities, and gender.
Published in Chapter:
Cultivating Teacher Leadership in Rural School Districts
Beth Kania-Gosche (Missouri University of Science and Technology, USA) and Suzanne Hull (Missouri Southern State University, USA)
DOI: 10.4018/978-1-7998-6500-1.ch004
This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.
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The Relationship between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators
A variety of people which include several characteristic “against” what one may deem as the norm or majority.
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