The Consolidation of Rural Schools: Reasons, Results, and Implications--A Preliminary Investigation.

Autor/inn/en	Henderson, Ronald D.; Gomez, J. J.
Titel	The Consolidation of Rural Schools: Reasons, Results, and Implications--A Preliminary Investigation.
Quelle	(1975), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Consolidated Schools; Costs; Curriculum; Demography; Equal Education; Evaluation; History; Literature Reviews; Migration; Policy Formation; Rural Schools; Rural to Urban Migration; Rural Urban Differences; Social Change; Tables (Data) + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Consolidated school; Mittelpunktschule; Zentralschule; Cost; Kosten; Curricula; Lehrplan; Rahmenplan; Demografie; Evaluierung; Geschichte; Geschichtsdarstellung; Politische Betätigung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Landflucht; Stadt-Land-Beziehung; Sozialer Wandel; Tabelle
Abstract	Utilizing statistical documentation from a variety of sources, this report traces the history of rural schools and the consolidation movement via a review of the literature. Attention is devoted to: (1) the early rural school (beginning in 1647 with Massachusetts); (2) schools in the South (emphasis on private instruction); (3) the effect of changes in rural life on rural schools (contact with urban centers and most particularly the influence of rural to urban migration); (4) the contrast between urban and rural schools (inequities in facilities, teacher preparation, per pupil expenditures, curriculum, school term length, and the education of Negroes); (5) genesis of the consolidation movement and its advantages (better equipped teachers and schools, better curriculum, improved roads for transportation, extracurricular activities, competition, etc.); (6) types of consolidation plans (township, multiple-district county, and county organization); (7) effects of school consolidation (advantages vs disadvantages); (8) policy implications (how school/community organizations can respond to community interests, education for rural/urban living can be responsive to social change, how rural education programs can be designed to meet needs of all students, and how inequities can be resolved between educational opportunities in rural and urban areas). (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC