Exploring How Rural Teachers’ Place Identity Relates to Place-Based Curriculum Implementation

Aysegul Akturk, Laura Zangori, Laura Cole, Caiden Webb, Rebekah Snyder · 2025 · Proceedings.

Summary. Rural teachers' sense of connection to their local place shapes how they implement place-based education. Teachers who felt strongly connected to their community viewed local resources as valuable teaching tools, while those with weaker place identity saw the same resources as obstacles. The study of 17 rural teachers shows that personal place experiences directly influence whether educators can effectively use their surroundings for instruction.

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Akturk, A., Zangori, L., Cole, L., Webb, C., & Snyder, R.. (2025). Exploring How Rural Teachers’ Place Identity Relates to Place-Based Curriculum Implementation. Proceedings.. https://doi.org/10.22318/icls2025.339392

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  title   = {Exploring How Rural Teachers’ Place Identity Relates to Place-Based Curriculum Implementation},
  author  = {Aysegul Akturk and Laura Zangori and Laura Cole and Caiden Webb and Rebekah Snyder},
  journal = {Proceedings.},
  year    = {2025},
  doi     = {10.22318/icls2025.339392},
  url     = {https://doi.org/10.22318/icls2025.339392}
}

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AU  - Laura Cole
AU  - Caiden Webb
AU  - Rebekah Snyder
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Details

DOI: 10.22318/icls2025.339392
Countries: United States
Regions: North America
Categories: education, general-innovation
Added: 2026-05-01