This article may be of particular interest to anyone working with teachers in rural districts. Using 3 case studies, the author discusses how the small size and isolation of these schools creates different challenges to teacher learning and work worth examining.
Abstract: "Falling under the umbrella of teacher quality, professional development is an important policy issue in US public education. Understanding teacher learning and its relationship to teacher work is critical if efforts to improve teacher quality are to be successful. This article examines one overlooked context in the discourse about teacher learning and work - rural high schools. The study focuses on 20 teachers across 3 case study schools and conceptualizes the relationship between teacher learning and work according to three contexts: the core, intermediate and peripheral contexts. These contexts are explored and important features discussed."