At The Beginning Of The 21st Century The Rural School Teachers' Security Strategy Research

Highly qualitied teacher shortages, high turnover rate and the problem of brain drain have always been the important factors that restrict rural education development in China. The unbalanced allocation of teachers between urban and rural areas affects the balanced development of education in China. To ensure the quantity and quality of teachers in rural schools is the demand of balanced development of compulsory education and fairness in education. The central and local governments at all levels in China have adopted a series of policies and measures to guarantee the quantity and quality of teachers in rural schools. The result of these policies and measures has been seen on some level. But there are still some problems in the implementation process. The rural education in America also faces the similar problems, especially after No Child Left Behind Act enacted by the Bush administration in2002. Because of the "highly qualified teacher" requirement of the act, the rural schools which are lack of prominent teachers and hard-to-staff face greater challenges. The federal and state governments have actively made explorations and implement comprehensive and systematic strategies from pre-service teacher’s recruitment and training to post-service teacher professional development. And that has got some achievements. Which provides valuable experience to improve our strategy.This paper includes five chapters. It begins with the introduction of challenges that rural schools faced and the analysis of causes. Then, the paper draws a picture of the universality of strategies that most states have adopted. Three programs in Virginia are adopted as case study. According to the general information of strategies and the case study, the characteristics of the strategies are summarized. Based on the current situation and problem of rural teacher in China, some inspiration and reference are put forward.This paper mainly uses documentary method and comparative method to introduce and analyze the strategies of rural teacher quantity and quality assurance, making a compare between China and the United States. Moreover, case study is also used to give a deep analysis of rural teacher programs in Virginia.The whole progress of rural teacher growth, from pre-service preparation to in-service professional development, has been concerned in the United States. The comprehensive and systematic strategies provide references and insights for China.