Rural Schools within Their Communities. Studies in Rural Education No. 4.

Autor/inn/en	Brown, S. K.; Maisey, J. R.
Institution	Western Australian Education Dept., Perth. Research Branch.
Titel	Rural Schools within Their Communities. Studies in Rural Education No. 4.
Quelle	(1980), (95 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7244-8266-0
Schlagwörter	Community Attitudes; Community Cooperation; Community Involvement; Educational Policy; Educational Quality; Elementary Secondary Education; Foreign Countries; One Teacher Schools; Parent Attitudes; Parent School Relationship; Rural Education; Rural Environment; School Community Relationship; School Demography; School Role; Small Schools; Socioeconomic Influences; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Ausland; Einlehrerschule; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ländliche Erwachsenenbildung; Ländliches Milieu; Schulbesuchsrate; School; Schools; Schule; Sozioökonomischer Faktor; Australien
Abstract	Case studies of two small rural schools in Western Australia were conducted to examine the contention that neglect of distinctive economic, social and demographic environments of schools in rural areas has led to a tendency for rural schools to become carbon copies of urban schools, and thus to a mismatch between educational provision and the needs and situations of rural communities. Demographic and socioeconomic information was collected from Australian Bureau of Statistics 1976 Census Data and by interviews with shire clerks of the areas; descriptions of school-community interaction were developed from interviews with community members and educational staff. Community members in Ejanding "own" and take responsibility for their one-teacher primary school, which provides education to 21 children from the farming community; all participate in its activities, and enhance educational quality. At Dumbleyung, a district high school including pre-primary through tenth grade instruction, community members were characterized by diversity in degree of involvement, interest, and concern shown in school affairs, and the school was seen as running more independently of the community, with the community a valuable resource and a help in moulding school policy. Major strengths of both schools were their smallness, close community contact, good facilities and competent staff. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC