Rural Education--Key Policy Issues.

Autor/in	Edington, Everett D.
Titel	Rural Education--Key Policy Issues.
Quelle	(1979), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Community Characteristics; Consolidated Schools; Cooperative Programs; Coordination; Cultural Differences; Curriculum; Educational Finance; Educational Policy; Educational Quality; Educational Technology; Expenditure per Student; Federal Government; Needs; Policy Formation; Relevance (Education); Rural Areas; Rural Development; Rural Education; Rural Schools; Rural Urban Differences; School Community Relationship; School Districts; Small Schools; Socioeconomic Influences; Teacher Qualifications; Teacher Salaries; Urban to Rural Migration + Suchen Sie Ihr Suchwort? Consolidated school; Mittelpunktschule; Zentralschule; Koordination; Kultureller Unterschied; Curricula; Lehrplan; Rahmenplan; Bildungsfonds; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Unterrichtsmedien; Bundesregierung; Grundbedürfnis; Politische Betätigung; Relevance; Relevanz; Rural area; Ländlicher Raum; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen; Stadt-Land-Beziehung; School district; Schulbezirk; Sozioökonomischer Faktor; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Stadtflucht
Abstract	Historically, urban and suburban interests have dominated educational policy at the national level, but recognition of the need for federal rural education policy is growing. Effective educational policy for rural people, who account for one-third of the U. S. population, must consider the distinctive characteristics of rural areas. Vast cultural differences exist in rural America as well as disparate socioeconomic levels, with rural people (especially rural minorities), generally below the national average. While the urban to rural population turnaround is affecting many rural communities in complex ways, other rural communities continue to lose population. Academic achievement of rural students has begun to reach the national average only recently; the same is true of rural teachers' qualifications and salaries. Financing problems are severe for isolated and sparsely populated school districts, where per pupil costs are necessarily high. Specific issues in developing policy for rural education include the pros and cons of consolidating school districts, involvement of local people in the development of their schools, financing, curriculum and personnel needs, appropriate use of educational technology, and the need for relevant research. Rural education policy, if it is to improve rural schools, must be part of a comprehensive plan for rural development. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01