Bridging Education and Community: Teacher Insights on Engagement Education Strategies

Rural communities often have their own unique challenges and opportunities compared to their urban counterparts, including educational systems. As the educational realm continues to shift to meet the needs of students, new models are being created to enhance the quality of education a student receives. Educational policy initiatives, such as College and Career Readiness, have been on the rise to ensure students are equipped to be successful in life beyond high school. However, challenges such as resource disparities, varying levels of community engagement, and access to career pathways can create barriers to achieving these goals in both rural and urban settings. Engagement education is the intersection of schools, students, and the community, framed by the Engagement Education Model. This model is made of four components: place-based education, project-based learning, asset-based community development, and democratic orientation. The purpose of this study was to explore how the Engagement Education Model impacts student development and readiness for post-secondary life. A quantitative survey research design was utilized to gain teacher perceptions of each component of the model, and their level of importance to the classroom. A region of 41 counties in the High Plains Region of Texas was used as the target population, yielding 166 participants. The findings show how educator backgrounds and experiences shape their perceptions of the Engagement Education Model components. The participants seem to have moderately positive perceptions of Engagement Education, yet may not have the resources or connections to implement each component effectively. Future research should explore more experimental designs, explore specific subject areas, and examine the influence on college and career readiness.