The community power structure in the small rural community is examined in terms of how social power is obtained. Also reviewed are methods employed in identifying the power holders in a community, the political nature of the school, the role of the superintendent, and political ties of school administrators with respect to educational…

An Elementary and Secondary Education Act (ESEA) Title III project, the 1971-72 Oregon Small Schools Program (OSSP) objectives were (1) to increase member schools receptivity to new and better ideas in education; (2) to implement new programs and apply new techniques consistent with the Oregon Board of Education priority objectives and with the…

The business education curriculum for the Fort Benton school system was designed with funds under Title III of the Elementary and Secondary Education Act as part of the vocational technology curricula to develop skills and attitudes that will permit students to find satisfaction and success in their careers. The curriculum, designed for grades…

The industrial arts curriculum for the Fort Benton school system was designed with funds under Title III of the Elementary and Secondary Education Act as part of the vocational technology curricula to develop skills and attitudes that will permit students to find satisfaction and success in their careers. The curriculum, designed for grades 7-12,…

Seventh grade students (N=9) from a small rural school in Ridgway, Colorado were exposed to a teacher-developed individualized program in modern math during the 1962-63 school year and again the following year. The students were divided into an average and above group and a below average group; group assignments were determined by IQ scores, the…

Despite the trend toward consolidation of schools, many small schools continue to exist. The challenge is to identify and implement the changes that will improve these schools. (Available from Canadian Administrator Business Manager, Department of Educational Administration, The University of Alberta, Edmonton, Alberta, Canada T6G 2G5; $0.50…

This paper offers some of the first empirical research into the actual conditions affecting learning in one-teacher schools. It examined four central issues: the breadth and quality of the curriculum, patterns of friendship, economic constraints, and the importance of the school in the social life of the community. (Author/RK)

Have village schools a future? What effect does their closure have on the rest of village life? Author looks at some attempts by teachers and parents in Norfolk to save their threatened schools. (Editor/RK)

Describes Eagle (Alaska) Community School as a model of educational effectiveness resulting from a 10-year old state policy of turning control of rural schools back to regionally/locally elected boards of education. Also credits effectiveness to community support, increased administrator/teacher retention, and continuity of curriculum. (NEC)

Discusses barriers to integration of handicapped youngsters into school systems: historical legacy of special education; community attitudes; lack of trained educators; disincentives in state funding formulas. Describes regional resource centers providing technical assistance to state agencies, grants for projects on transition from school to…

A total of 144 teachers from rural and urban schools in North Dakota responded to open-ended questions related to students' behavior problems. Differences between students from rural and urban schools are described in the areas of serious behavior problems, handling behavior problems, and eliminating behavior problems. (Author/NEC)

A curriculum emphasizing "basics" and a program of extracurricular activities encouraging individual experimentation, exploration, and growth are factors contributing to the excellence of this small, rural junior-senior high school with an enrollment of 256 in Triopia, Illinois. The school's faculty, curriculum, athletic program, and…

Although integration of subject matter disciplines has long been one of the greatest strengths of rural and small schools, the knowledge explosion has complicated the process. Teachers can engage in discipline integration more effectively and efficiently by giving consideration to planning methodologies, lessons, classroom behaviors, and scope and…

Explains discipline problems inherent in close rural environments and describes norm-setting, a successful classroom management plan that accentuates student discipline and minimizes teacher domination. Explains how to develop behavior norms for the classroom based on six categories of student and teacher goals. Notes the advantages of…

Describes how the small Tiskilwa (Illinois) school district used a United States Department of Energy grant to replace and block windows and insulate the attic in the elementary school. Describes savings in dollars and energy resulting from the energy audit and technical assistance phases of the project. (SB)