Addressing the Report of the Commission on Excellence in Education...from the Rural Perspective.

Autor/in	Helge, Doris
Institution	American Council on Rural Special Education (ACRES), Murray, KY.
Titel	Addressing the Report of the Commission on Excellence in Education...from the Rural Perspective.
Quelle	(1983), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Change Strategies; Computers; Delivery Systems; Educational Improvement; Educational Quality; Elementary Secondary Education; Faculty Mobility; Inservice Teacher Education; Labor Turnover; Motivation Techniques; Policy Formation; Rural Areas; Rural Education; Rural Schools; Rural Urban Differences; Special Education; Teacher Recruitment + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lösungsstrategie; Digitalrechner; Auslieferung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Lehrerfortbildung; Motivationsförderung; Politische Betätigung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen; Stadt-Land-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerrekrutierung
Abstract	A paper by the American Council on Rural Special Education formally requests that the National Commission on Excellence in Education recognize the differences between rural and non-rural schools and provide appropriately different strategies for implementing Commission recommendations. Factors of rural schools which should be considered by policymakers are noted: rural schools include 67% of all schools and serve 33% of all school children; rural areas have higher poverty levels than non-rural areas and are rapidly growing in population without a growth in tax bases; rural schools, serve greater percentages of handicapped children, have serious staffing inadequacies, and suffer problems of isolation, high personnel attrition, and inadequate computer resources; and preservice training programs do not motivate or prepare students for rural teaching. Eight recommendations for policymakers call for recognition of diverse rural subcultures, support for innovative teacher training programs addressing areas of critical need, development of career ladders and merit pay systems designed to retain quality rural personnel, support for essential inservice training programs, adequate support for rural special education services, investigation and support for alternative service delivery systems, investigation of technological alternatives, and adequate data collection regarding the quality of rural education. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC