eric - education resources information centerinformation t national agricultural library u.s....

ED 414 121

AUTHORTITLE

INSTITUTIONREPORT NOISSNPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

Wright, Kenneth T., III, Comp.Innovative Approaches in RuralCenter Publication Series, No.National Agricultural Library,RICPS-54ISSN-1056-96851997-09-0051p.

Reference Materials Bibliographies (131)MF01/PC03 Plus Postage.Annotated Bibliographies; *Computer Uses in Education;Curriculum Development; Distance Education; *EducationalInnovation; Elementary Secondary Education; *FinancialSupport; High Risk Students; Minority Groups; MulticulturalEducation; *Organizations (Groups); Partnerships inEducation; Periodicals; Public Schools; *Rural Education;Special Education; Staff Development; Teacher Education

RC 021 262

; Tuthill, Shirley J., Comp.Education. Rural Information54. Revised Edition.Beltsville, MD.

As telecommunications advance at a rapid pace, rural publicschool systems must take advantage of new teaching methodologies and toolssuch as distance learning, experiential education, and computer networking.This publication provides access to the current literature on innovativeeducational strategies to increase learning success with minorities,youth-at-risk, gifted, emotionally and physically handicapped, as well asrural students. It lists 141 annotated entries in the areas of generalresources; curriculum design, teaching methods, and teacher training;distance education; funding for rural education; partnerships in schools;special needs (multiculturalism, high-risk students, special education); andtechnology. Addresses and other contact information are given for 30 journalsand 47 organizations at the federal, national, and regional levels interestedin rural education and educational equality. (SAS)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

********************************************************************************

USDA

auA

11101111.1malwel

1

United StatesDepartment ofAgriculture

AgriculturalResearchService

NationalAgriculturalLibrary

September 1997

ISSN: 1056-9685

Innovative Approaches inRural Education

Rural Information Center Publication Series, No. 54

U.S. DEPARTMENT Of EDUCATCONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made to improvereproduction quality.

Points of view or opinions staled in this dace-ment do not necessarily represent officialOERI position or policy.

MAT COP' AVELOILE

!CPS, No. 54

innovative Approaches inRm. B Education

Co piled by Kenneth T. Wright,Clarion University of PennsylvaniaSchool of Library ScienceandShirley J. TuthillRural Information Center

Rural Information Center Publications Series, No. 54Revised Edition

RuralinformationCenter

National Agricultural Library Beltsville, Maryland 20705-2351 September 1997

3

National Agricultural Library Cataloging Record:

Wright, Kenneth T.Innovative approaches in rural education.(Rural Information Center publication series ; no. 54)1. Education, RuralUnited StatesBibliography. 2. Education, RuralUnitedStates--Directories. 3. Education, RuralEconomic aspectsUnitedStatesBibliography. 4. Rural schoolsUnited StatesFinanceBibliography. I.Tuthill, Shirley J. II. Title.

aHN49.C6R873 no.54

Informationt

National Agricultural LibraryU.S. Department of AgricultureBeltsville, Maryland 20705

The Rural Information Center (RIC) is a joint project of the USDA Cooperative State Research, Education& Extension Service and the National Agricultural Library (NAL). RIC provides information and referralservices to local government officials, community organizations, health professionals and organizations,cooperatives, libraries, businesses, and rural citizens working to maintain the vitality of America's ruralareas. The Center combines the technical, subject-matter expertise of Extension's nationwide educationalnetwork with the information specialists and resources of the world's foremost agricultural library.

The Office of Rural Health Policy in the Department of Health and Human Services (DHHS) and the NALjointly created a Rural Information Center Health Service (RICHS) as part of the RIC. RICHS collects anddisseminates information on rural health issues, research fmdings related to rural health, and innovativeapproaches to the delivery of rural health care services.

SERVICES:

Provide customized information products to specific inquiries including assistance in economicrevitalization issues; local government planning projects; rural health issues; funding sources; and- otherrelated issues for the purpose of monitoring the quality of rural life.

Process a broad array of general and funding information requests on such topics as:

Successfui strategies, models, and case studies of community development projectsSmall business attraction, retention, and expansionTourism promotion and developmentRecycling programsCommunity water qualityTechnology transfer to rural areasClosures, restructuring and diversification of rural hospital and clinicsAgricultural health and safetyHealth programs, services, personnel issuesState initiatives concerning rural health delivery issues

Refer users to organizations or experts in the field who can provide additional information.Perform brief database searches of requested topics on a complimentary basis.Furnish bibliographies and Rural Information Center Publication Series titles.Identify current USDA and DI-IHS research and Cooperative Extension Systems programs.

Telephone 1-800-633-7701 (nationwide) or 1-301-504-5547Mail Rural Information Center

National Agriculture Library, Room 304Beltsville, MD 20705-2351

INTERNET:. Website

Emailhttp://www.nal.usda.gov/ric/[email protected]

Innovative Approaches in Rural Education

CONTENTS

INTRODUCTION vii

GENERAL 1

CURRICULUM DESIGN/TEACHING METHODS/TEACHER TRAINING 7

DISTANCE EDUCATION 13

FUNDING FOR RURAL EDUCATION 17

Bibliography 17

Educational grant guides 19

Funding resources 20

PARTNERSHIPS IN SCHOOLS 23

SPECIAL NEEDS 27

Multiculturalism 27

At-Risk Student 31

Special Education 32

TECHNOLOGY 37

JOURNALS 39

OTHER RESOURCES/ORGANIZATIONS 43

DOCUMENT DELIVERY SERVICES TO INDIVIDUALS 49

This publication contains material that is considered accurate, readable and available. The opinionsexpressed in this publication do not necessarily reflect the views of the United States Department ofAgriculture. Inclusion of publications and software databases in this.publication does not imply productendorsement.

6


INTRODUCTI[01s1

Rural areas of the United States are uniquely characterized yet each one is affected in some measure byour country's continued economic and demographic restructuring. As telecommunications advance at arapid pace, our rural public school systems must take advantage of new and exciting teachingmethodologies and tools which are used as supplements to teacher supply, fostering motivation, andcurriculum development. Several of these current techniques include distance learning, experientialeducation, and computer networking. These "links" with outside resources hold the key to a student'sacademic success and future livelihood.

Rural areas must be kept well informed as technological innovations continue to grow. It is the intent ofthis publication to provide access to the current literature discussing innovations in teaching methods sothat teachers and parents can increase student success. This resource was designed to reach those whowork with minorities, youth-at-risk, gifted, and emotionally and physically handicapped. Otherimportant information in this resource focuses on giving rural students the same opportunities as urbanstudents, and provide a broader scope of resources to increase teaching effectiveness.

The format of this publication is broken down into user-friendly divisions such as financial assistance,curriculum design, technological advances, periodicals, multimedia, books, articles, and cooperativeteaching.

This resource guide includes the National Agricultural Library's call number (book number) for thoseitems available from the library. For items with no call number, often it is indicated where to get copies.All items may be obtained through local libraries and the interlibrary loan process.

vii


GENERAL

1

The Academic Effectiveness of Small-ScaleSchooling (An Update). Craig Howley. ERICDIGEST, Digest EDO-RC-94-1. Charleston,WV: ERIC/CRESS, Appalachia EducationalLaboratory, June 1994. 2 p.

Highlights the findings which suggest that smallsized schools are more appropriate learningenvironments for students who aredisadvantaged and that dropout rates decrease inschools of a smaller size. However, leadershipmust be in place to provide a broad andmeaningful curriculum. Finally, mention ismade of alternatives to "impersonal,bureaucratic organizations" that characterize ourschools. Instead, a more community orientedschool structure is suggested. Available freefrom ERIC/CRESS.

2"Comparing Rural Adolescents from Farm andNonfarm Families." Kimberly Esterman andDalva Hedlund. Journal of Research in RuralEducation, Vol. 11(2), Fall 1995, pp. 84-91.

The study focused on four main aspects of ruraladolescents' perceptions from farm and nonfarmfamilies in New York state: involvement incommunity and relationships with peers;relationships with their families; personal valuesand self-concepts; ideas and plans for the future.Farm families were more dependent on parentsand immediate family for support and socialactivities, less so on outsiders. There was moreinsecurity about future plans of farm childrenand more options cited. Personal valuesdiffered; farm youths tended to definethemselves in terms of work, independence,determination, and pride. Farm life fostered anappreciation of nature and animals that the non-

1

farming participants did not have. The questionremains as to what rural education can do tofoster the positive values that these farmadolescents represent.

3The Condition of Education in Rural Schools.Joyce D. Stern, Ed. Washington, D.C.: Officeof Educational Research and Improvement,1994. 163 p. ERIC Doc. NO.: ED371935.

This report contains numerous data tables, andfocuses on the status of rural education inrelation to problems, need for research andimprovements, differences between urban andrural conditions, demographics and economicconditions, profiles of educators in ruralschools, student performance and effects ofeducational reform in rural schools.

4"Delivering Staff Development to the SmallRural School." John H. Storer and Diana J.Crosswait. Rural Special Education Quarterly,Vol. 14(3), Summer 1995, pp. 23-30.

While the need to update training of specialeducation staff in rural areas is critical, theexpense and distance involved in traditionalcentral training at a distant city or universitymake it difficult. The Iowa InterventionInitiative (III), a federally funded program, wasdesigned to address these problems in thedevelopment of a training model. Full-timetrainers were hired and trained, and workshopsfor 79 schools were held throughout rural Iowa.Details of the training are covered in this paper,and includes discussion on how this model canbe adapted to other rural situations.

Rural Information Center Publication Series

5Education in the Rural South: Policy Issues &Research Needs. David Mulkey. Mississippi:Southern Rural Development Center, 1993. 43p. ERIC Doc. No.: ED389483.

Focuses on educational systems in Alabama,Arkansas, Florida, Georgia, Kentucky,Louisiana, Mississippi, North Carolina,Oklahoma, South Carolina, Tennessee, Texas,and Virginia, and accepts that the Southcompares unfavorably with the rest of thecountry with regard to education and workforcequality. The report concludes that factorsbeyond the control of schools influence theeducation process. A literature and state datareview is made of student performance,educational finance, and education/economicdevelopment, community and family problems,all of which are interrelated. More thanmarginal changes in funding will be required toraise educational standards in the South.

6"Home, Family, and Community: Ingredients inthe Rural Education Equation." Mary JeanRonan Herzog and Robert B. Pittman, 1995. 24p. ERIC Doc. No. ED388463.

Rural areas in general have the followingproblems: shrinking working populations,declining economies, students not competingwell in college attendance and completion.However, a survey of over 100 students from'rural areas at Western Carolina Universityshowed that the sense of home, family,community, and smallness of scale that they hadexperienced are the best qualities of rural life.Rural schools, in order to overcome theirproblems, will have to capitalize on the thesecommunity and family ties.

7"A Model for Professional Development andSchool Improvement in Rural Schools." Dianne

2

A. Seltzer and Oliver T. Himley. Journal ofResearch in Rural Education, Vol. 11(1),Spring 1995, pp. 36-44. NAL Call No.:LC5146.R47.

This article describes a model for ruraleducators to improve their schools and meet thenational Goals 2000 legislation which deals withproviding all teachers access to professionaldevelopment opportunities. The model includesstrategies to the commitment of school teams,recognizing that change is a long-term process,the networking of teams across schools, andprocess evaluations to guide future professionaldevelopment opportunities.

8The National Education Goals Report.Washington, D.C.: The National EducationGoals Panel, 1995. 4 Vol.

The fifth in a series of annual reports measuresprogress toward the National Education Goalsthrough the year 2000. This report consists of 4documents: The Core Report which focuses ontwo dozen core indicators, the National andState Data Volumes which give comparativedata showing rates of progress, and theExecutive Summary which condenses theinformation of the other three documents. Thedevelopment of strong partnerships betweenfamilies and schools is considered essential inorder to accelerate progress toward improvingeducation. Four schools are profiled as winnersof the 1995 Strong Families, Strong SchoolsMost Promising Practices Competition.

9The National Education Goals Report, 1995.Building a Nation of Learners. Washington,D.C. National Education Goals Panel, 1995.172 p. ERIC Doc. No.: ED38097.

This core report for 1995 focuses on two dozenindicators that show the progress toward the


National Education Goals. There has beenimprovement in five areas (student readiness,math achievement, Advanced Placemen exams,and early prenatal care), gotten worse in sevenareas (providing safe environment conducive tolearning), and no significant change in eightareas. The focus of the report is on the essentialrole of families in achieving the goals and howschools can involve families in partnerships.

10The National Education Goals Report, 1995.Executive Summary. Improving EducationThrough Family=School-CommunityPartnerships. Washington, DC: NationalEducation Goals Panel, 1995. 24 p. ERIC Doc.No.: ED389100.

The first part summarizes the nation's progresstoward each of the goals. The data show thatprogress has been modest. The efforts ofeducators, families, community members, andbusinesses are required to reach the goal ofproviding a world-class education for allstudents. A list of program contacts and otherresources and suggestions for creating family-school-community partnerships are included.

11

The National Education Goals Report, 1995.Volume One: National Data. Washington, DC:National Education Goals Panel, 1995. 185 p.ERIC Doc. No.: ED389098.

Provides in-depth information on the progresstoward the National Education Goals at thenational level. The nation has madeencouraging progress in math achievement,prenatal care, and participation in AdvancedPlacement exams in core areas such as English,mathematics, science, and history. In otherareas, however, data show that the United Stateshas fallen behind in achieving the goals of adultliteracy and lifelong learning and safe,disciplined, and alcohol- and drug-free schools.

3

1®

The Panel plans for supporting state andcommunity development of academic standardsand assessments are highlighted.

12The National Education Goals Report, 1995.Volume Two: State Data. Washington, DC:National Education Goals Panel, 1995. 264 p.ERIC Doc. No.: ED389099.

Provides in-depth information on progresstoward the goals that each state, the District ofColumbia, American Samoa, Guam, NorthernMarianas, Puerto Rico, and the Virgin Islandshas made against its own baseline. A four-pageprofile for each state includes graphs and tablesfor each state's progress, addressing measuresof such areas as child health and nutrition, highschool dropouts, advanced placement programs,adult literacy, educational environment, andschool safety.

13The National Education Goals Report, Buildinga Nation of Learners, 1996. Washington, DC:The National Education Goals Panel, 1996.178 p. ERIC Doc. No.: ED400347.

This report focuses on standards andassessments, two areas of educational reformwhich are currently of interest to state and localcommunities. Chapter 1 answers questionsabout setting standards and creatingassessments. Chapter 2 summarizes progress oneach of the 25 core indicators. Chapter 3outlines each state's progress on a set of coreindicators. The Goals Panel stresses that statesand local communities must demand more fromtheir students by setting rigorous standards andby designing forms of assessment.


14The National Education Goals Report.Commonly Asked Questions about Standardsand Assessments. Executive Summary, 1996.Washington, DC: National Education GoalsPanel, 1996. 44 p. ERIC Doc. No.: ED400348.

This is a condensed version of the 1996National Education Goals Report. This reportfocuses on standards and assessments, two areasof education reform of interest to state and localcommunities. Part 1 highlights a few keyfindings since 1991 in each of the nationalgoals. Part 2 answers frequently askedquestions about setting standards and creatingassessments at state and local level. Examplesof challenging state assessment programs andactivities from Maryland, Connecticut, andKentucky are given. Part 3 outlines progresssince the baseline year on a set of coreindicators.

15A Perspective on Rural Education. " W. WadeMiller and others. Agricultural EducationMagazine, Vol. 68(4), October 1995, pp. 4-21.NAL Call No.: 275.8 Ag8.

Includes articles on such topics as youth at risk,adult education programs, and rural educationtraining.

16"Rural Education: Serving All Students."MeeCee Baker and Ed Burns. The AgriculturalEducation Magazine, Vol. 68(4), October 1995.NAL Call No.: 275.8 Ag8.

Although the Greenwood public school districtis one of the smallest in Pennsylvania, it has hadmany recognized successes. For example, 84percent of the graduates in the class of 1995sought post-secondary education. Success hasdepended on the belief that all students shouldbe served, following the four guiding principles

4

of diversity , flexibility, cooperation, andtechnology.

17"Rural Educator and Stress." Robert W. Keiperand Kim Busselle. Rural Educator, Vol. 17(2),Winter 1995-96, pp. 18-21.

A study conducted in Whatcom County,Washington, set out to investigate what causedstress for secondary teachers in rural settingsand methods they used to cope. Results showthat for the most part stressors are similar forrural and urban educators, except for studentviolence, a more common problem for urbanteachers. Time management issues, problemswith administration, lack of student motivation,and discipline were major causes of stress.Ideas for solutions included some radical ideas -- like abolishing compulsory education -- whilemost merely show the level of frustration intheir professional lives.

18Schools That Work: America's Most InnovativePublic Education Programs. George H. Wood.New York: A Dutton Book, 1992. 290 p. NALCall No.: LA217.2.W66.

Offers extensive advice from variousprofessional educators, administrators, parentsand students concerned with the tasks ofmaking public education a high qualityenvironment. Individual cases of successfulteaching programs are presented as well asemphasis on changing the current curriculumdesigns. In the appendix are listed resources forchange such as support organizations, bookstied to particular teaching methods, andaddresses of schools and teachers presented inthe book.


19"Six Heads are Better Than One? School-BasedDecision Making in Rural Kentucky." Patricia J.Kannapel and others. Journal of Research inRural Education, Vol. 11(1), Spring 1995, pp.15-23. NAL Call No.: LC5146.R47.

This study examines four rural Kentucky schooldistricts in order to evaluate the result of theKentucky Education Reform Act of 1990requiring school-based decision making(SBDM). The results were compared withresearch findings in urban and suburbansettings. It was found that it is equally difficultto achieve true shared decision making amongadministrators, teachers, and parents, especiallyregarding issues related to curriculum andinstruction.

20Sustainable Small Schools; A Handbook forRural Communities. Craig B. Howley and JohnM. Eckman, editors. Charleston, WV: ERICClearinghouse on Rural Education and SmallSchools, 1997. 164 p.

This book, a collaborative effort, is designed tohelp parents, community members, andeducators to find resources, design schooloptions, and take action to improve small ruralschools. There are five chapters covering broadtopics, plus an extended resource chapter onother readings, organizations, and people.Chapter 1 discusses the virtues of smallness andhow to be educational change agents. Chapter 2discusses the history of mass schooling.Chapter 3 provides examples of strategies tomake the rural community the focus of thecurriculum. Chapter 4 describes innovativeways to organize rural schools and the use ofelectronic technology. Finally, Chapter 5provides strategic tips for making changehappen.

5

1.2


CURRICULUM DESIGN/TEACHING METHODS/TEACHER TRAINING

Advances are currently occurring in educational reform, especially regarding curriculum design.Educational reform is an important issue. As we move into the 21st century, new teaching methods arebeing sought. This may mean a complete restructuring or redesign of the classroom environment. Alarge responsibility falls into the hands of educators, who must spend time developing their own skilllevels to effectively teach our nation's students. Included in this list of curriculum developmentresources are those concerned with teacher training, an integral part of the reform. When teacherschange their teaching practices, they are often participating in what is referred to as, school-basedprofessional learning communities.

1

A Case Study of the Impact of a State-LevelPolicy Designed To Improve Rural Schools inthe State of Vermont. Robert V. Carlson.Charleston, WV: Appalachia Educational Lab,1994. 93 p. ERIC Doc. No.: ED368531.

Examines the challenges faced by a "single-unit" school and how it has responded to higherstate level standards initiated by the 1984 PublicSchool Approval Policy. Extensive backgroundinformation is provided on the conditions of theschool and numerous strategies for improvingthe quality of education. Other relevant issuesinvolve funding; financial management; school-community cooperation; and distance learningtechnologies. Includes references.

2Changing Schools Through ExperientialEducation. Peggy Walker Stevens and AnthonyRichards. ERIC DIGEST, Digest EDO-RC-91-13. Charleston, WV: ERIC/CRESS,Appalachia Educational Laboratory, March1992. 2 p.

Describes how curriculum changes can beachieved through experiential education. Thismethod of teaching is a hands-on approachwhich encourages students to participateactively with the teacher and peers. Considerednon-traditional, this teaching method strongly

7

13

suggests teachers reevaluate their currentteaching style to make the transition asuccessful one. Available free fromERIC/CRESS.

3"Charter Schools: A New Breed of PublicSchools." Craig R. Sautter. Policy Briefs, (2),1993, 25 p. ERIC Doc. No.: ED361905.

Offers a clear definition of charter schools andexamines their importance in school reform andrestructuring. Focuses on the positive aspectssuch as broadening public education, reducingdropout rates and innovative learningapproaches. Points out that legislators findthese schools appealing. Highlights includeinterviews with co-founder and superintendentof a charter school.

4Charter Schools Update. Oak Brook, IL: NorthCentral Regional Educational Laboratory, 1994.10 p.

This policy brief includes letters from studentsand parents who requested that their views bepublished on charter schools. A letter to theeditor was written in response to the originalpolicy brief on Charter Schools. Two parentsare also interviewed in this publication, withgenerally positive viewpoints. Final page


contain excerpts from President Clinton's Stateof the Union Message.

5Computers in Education. Paul F. Merrill andothers. Charter Schools Update. Oak Brook,IL: North Central Regional EducationalLaboratory, 1994. 10 p. 3rd edition. Boston:Allyn and Bacon, 1996. 384 p.

Designed to help teachers use computertechnology, to give guidance on how givenapplications may be integrated into classroomcurriculum. Features include examples of actualcomputer applications currently available.

6Cooperative Learning: Theory, Research, andPractice. Robert E. Slavin. Boston, MA: Allyn& Bacon. 1995. 194 p.

This guide is to be used in a practical manner toassist educators in designing more effectivecooperative learning experiences in theclassroom. Included is research on the practicalissues of cooperative learning in elementary andsecondary educational settings. Suggests thatstudents can learn valuable life experiencesthrough classroom simulations.

7

Educational Computing: Learning withTomorrow's Technologies. Cleborne D.Maddux, D. LaMont Johnson, and Jerry W.Willis. Boston, MA: Allyn and Bacon, 1997.351 p.

This text focuses on integrating theory andpractice of using computers in education, gearedto both teachers and students. The topic ofeducational telecommunications is also covered.

8Electronic Communities of Learners: Fact or

8

Fiction. Sylvia Weir. Cambridge, MA: TERCCommunications, 1992. 33 p. ERIC Doc. No.:ED348990.

This comprehensive summary evaluates theTERC Star Schools telecommunications projectin terms of network and educationaleffectiveness, teacher expectations, changingattitudes of teachers, student interaction in theclassroom. Compares and contrasts severaldifferent networks, one that was not linked withany particular curriculum and another thatintegrated technology links. Reviews severaltelecommunication projects and theireffectiveness for teachers. Concludes bysuggesting that integrated systems hold morepromise for teachers, students, andadministrators as an educational changemechanism.

9"Evaluating the Benefits of a Computer BasedTelecommunication Network: Telementoringand Teletraining for Educators in Rural Areas."Robbie M. Kendall. Journal of Research inRural Education, Vol. 8(1), Winter 1992,pp. 41-46.

This article reveals that a large percentage ofinnovative educational practices include theimplementation of electronic telecommuni-cations. The article suggests there are a varietyof options and advantages to using networks.These include: 1) teacher training programs inrural America; 2) developing curriculamaterials; 3) sharing information on a globalscale; 4) linking schools and businesses; and 5)preparing students for the technological future.The summary outlines the benefits oftelecommunications linkages, the increases incommunication levels throughout theeducational community and opportunities forincreasing quality services to its students andteachers.


10"Media Magic: Automating a K-12 LibraryProgram in a Rural School District." HelenAdams. Emergency Librarian, Vol. 21(5),May-June 1994, pp. 24-29.

Describes how a library resource centerengineered an automation process in a smallrural area. Topics included: 1) long-rangeplanning; 2) retrospective conversion for onlinecatalog; 3) library automation software vendors;4) financing; 5) telecomputing; 6) computerliteracy training; and 7) professionaldevelopment.

11"Mentoring Entry Year Teachers: A Model forRural Communities." Susan Hersh and others.The Rural Educator, Vol.17(2), Winter 1995-96,pp. 31-36.

A rural county in Ohio designed an entry yearteacher program to address some of theproblems facing a new teacher, especially in therelatively isolated rural community. One full-time county mentor worked with 11 "buddy"teachers who provided daily services to entry-level teachers, with training provided everyoneat a local university. While advantageousoverall, most important seemed to be theincreased opportunity for the development offriendships between first year teachers.

12"Nonmetro Student Achievement on Par withMetro." Elizabeth J. Greenberg and Ruy A.Teixeira. Rural Development Perspectives, Vol.10 (3), June 1995, pp. 17-23. NAL Call No.:aHN90.C6R78.

Contrary to the hypothesis that rural educationis markedly inferior to urban education, a studyshows that nonmetro students score slightlylower in reading and math, but at the same levelin science. There is the possibility that the most

9

serious skill obstacle to rural development maybe the need to create more high-skill jobs.

13NPTN Supports Rural Community Networks.Manhattan, KS: Rural Clearinghouse forLifelong Education and Development, June/July1995. 7 p.

This describes The National PublicTelecomputing Network (NPTN) which is anon-profit organization that assists communitiesin establishing locally controlled Free-Netinformation systems. These local networks aremaking way for otherwise minimally usedservices such as government, public, and localinformation. Local content allows valuableinformation to be utilized by the communities.Supplements to the local Free-Nets include"Cybercasting Services and linkages to otherelectronic information services." Included isdiscussion about removing economic andstructural barriers from rural areas and to accessquality, locally-controlled information.

14Outdoor Education Directory: OrganizationsInvolved in Outdoor Experiential Education.ERIC Clearinghouse on Rural Education andSmall Schools, Charleston, WV: AppalachiaEducational Laboratory, March 1993. 8 p.

This concise collection lists some of the mostoutstanding outdoor experiential organizationsin North America. Outdoor experientialeducation is defined as an educationalinstructional approach consisting of these fourelements: 1) active involvement to solveoutdoor problems; 2) verbal reflection afteractivity; 3) incorporating certain levels of stressto complete outdoor tasks; and 4) emphasis ongroup interaction.


15"A Plan for Success in the Small District." AlanN. Stevens and Beverly I. Davis. MusicEducators Journal, Vol. 80(5), March 1994,p. 19, 42-43.

The changing educational environment is onereason for music educators to create new waysof providing instruction. Examples include acase study of a rural Texas school district thatimplemented a program to improve the musiceducation department. Concerns includeworking on a limited budget.

16Professional Development: Changing Times.Oak Brook, IL: North Central RegionalEducational Laboratory, 1994. 31 p.

This article summarizes the new instructionalinnovations and opportunities for teacherdevelopment. Other issues include new visionsof teaching and learning, and their implicationsfor the classroom. Alternative strategies forfinding time and support of teacherdevelopment are described in this source aswell.

17"Psychological Services Providers, theOpportunity to Learn, and Inner-City Students:Beyond Mere Curricular Reform." Gordon L.Berry. Journal of Negro Education, Vol. 62(3),Summer 1993, pp. 355-63.

The article suggests that a more proactive stanceby the educational reform movement isnecessary before minority students in bothurban and rural areas can benefit educationally.Psychological counseling and other supportservices are suggestions for ways to access theneeds of minority students.

18Removing Barriers: Service Learning in Rural

10

Areas. Cynthia Parsons. Washington, DC:Council of Chief State School Officers, 1993.19 p.

Rural areas face many challenges as a result oftheir relative isolation. In this guide the authordescribes a variety of service learning strategiesto involve school students in community serviceactivities. These tips on integrating activitiesbetween the community and school is a methodfor human development and growth. Providesa creative and interesting aspect to alleducational activities.

19Rural Philosophy for Education: WendellBerry's Tradition. Paul Theobald. Charleston,WV: Appalachia Educational Laboratory,January 1992. 2 p. ERIC Doc. No.: ED345930.

The past, present and future of rural education isconsidered in this digest. The discussion focuseson Wendell Berry, the so-called "prophet ofrural America", and a proponent of sustainablerural communities. Skeptically, he examinespublic schools and their inability to direct socialchange. For rural people to have ruralcommunities, an equilibrium with nature mustbe established. According to Berry, in order tonurture a real community, rural education needsto become more intimate and caring for bothpeople and the land.

20"Rural Schools -- Fewer Highly TrainedTeachers and Special Programs, But BetterLearning Environment." Dale Ballou andMichael Podgursky. Rural DevelopmentPerspectives., Vol. 10 (3), June 1995, pp.6-16.NAL Call No.: aHN90.C6R78.

A survey of rural and urban schools shows thatalthough there is a difference in teacher trainingand a lack of special programs in rural schools,community makeup and involvement, less

6


bureaucratic school management, as well assmaller class size appear to give rural students alearning advantage over their urbancounterparts.

21"Small Schools and Higher-Order ThinkingSkills." Emil J. Haller and others. Journal ofResearch in Rural Education, (9), Fall 1993, pp.66-72. NAL Call No.: LC5146.R47.

A study comparing rural small high schoolswith their larger urban counterparts indicatesthat school size does not affect studentachievement. More specifically, the study doesnot support the claim that small rural secondaryschools do not provide in-depth and diverseprograms as do larger, more urban schools.Contrary to these claims are suggestions thathigher-order thinking skills can be taught in anyclassroom by teachers who require students tothink deeply about their learning experiences.

22Teachers and Technology: Making theConnection. Office of Technology Assessment,Congress of the United States. Washington,DC: The Office, April 1995. 304 p.

Provides comprehensive and up to dateinformation regarding the teaching tools that arenecessary for attaining quality education. Thissource can be utilized by administrators who areassisting in the preparation of teachers in usingsuch tools as computers, voice mail, e-mail,networking, and VCR's. Outlines the challengesfaced by educators in obtaining financialsupport for educational technologies and offerssuggestions as well.

23Teachers, Computers, and Curriculum:Microcomputers in the Classroom. Paul G.Geisert and Mynga K. Futrell. 1995. 384 p.

The goal of this book is to help teachersintegrate computers as practical tools inclassroom instruction.

24Technology in Rural Education. WeldonBeckner and Bruce 0. Barker. Bloomington,IN: Phi Delta Kappa Educational Foundation,1994. 35 p. ERIC Doc. No.: ED369586.

Discusses the ways in which telecommunicationtechnologies can be advantageous to ruralschools. Also identifies problems associatedwith funding, teacher qualifications, remedialprograms and staff development.

25The Use of Peer-Based Support in RuralSettings to Effect Curricula Renewal. Jack E.Stoops. Portland, OR: Northwest RegionalEducational Laboratory, 1993. 95 p. ERICDoc. No.: ED363489.

Discusses how five rural area networks canexpand existing services in an effort to improvecurriculum development. Some of theseimprovements include: 1) remaining currentwith latest technology; 2) materials suitable tocurriculum; 3) support for innovations inclassroom teaching; and 4) sense of pride inownership.

26Utilizing Shared Decision Making inDeveloping a Computer TechnologyComprehensive Plan for a Small, Rural, K-12Campus. William H. Crumble. Ed.D.,Practicum Nova University, 1993. 151 p. ERICDoc. No.: ED365287.

Designed for teachers needing to develop along-term technological computer program withemphasis on shared decision making. Providesa comprehensive plan for designing a budgetand developing a computer curriculum.


DISTANCE EDUCATION

1

"Dispelling the Myths of Distance Education."Dawn Drake and Mark Zidon. The AgriculturalEducation Magazine, Vol. 67(11), May 1995,pp. 16-17. NAL Call No.: 275.8 Ag8.

Teachers may resist the use of the sameteaching methods for distance education thatthey do for the traditional classroom, and theymay look for justification for why changescannot be made. To alleviate anxiety aboutbecoming involved in distance education, thisarticle addresses four myths of distanceeducation and explains why they are not valid.Such myths include doubt that students canlearn as well, course content not appropriate,only a straight lecture is required, and thatdistance education will eliminate in-classinstructor jobs.

2"Distance Education Applications in RuralSpecial Education: Where We've Been andWhere We're Going." Barbara L. Ludlow.Rural Special Education Quarterly, Vol. 14(2),Spring 1995, pp. 47-52.

Distance education applications in rural specialeducation have expanded rapidly in the lastdecade. As telecommunications technologiesbecome more widely available, distanceeducation will continue to offer improvedopportunities to pupils, preservice students, andinservice teachers.

3

"Distance Education: Bridging an InstructionalGap." Doreen Maxcy and others. NASSPCurricula Report, Vol. 23(5), May 1994. 5 p.ERIC Doc. No.: ED374768.

13

Discusses the various ways that technology isused to reach students. These include: 1) audio,radio, or telephone; 2) visual transmission; 3)audiographics; 4) educational television; and 5)interactive video. Points out the effectivenessof the Star Schools satellite distance educationprogram. Discussion also includes some of theadvantages and disadvantages of distancelearning.

4Distance Learning: The Challenge for aMulticultural Society. Aida Barrera.Washington, DC: National Clearinghouse forBilingual Education, 1993. 18 p. ERIC Doc.No.: ED364102.

Multiculturalism takes center stage in thisexamination of the effectiveness of distanceeducation. A description of the Star Schoolstelecommunications program includes some ofits weak aspects and accommodating for thecultural and linguistic differences of manystudents.

5The Distance Education Handbook: AnAdministrator's Guide for Rural and RemoteSchools. Bruce 0. Barker. Charleston, WV:ERIC Clearinghouse on Rural Education andSmall Schools, 1992. 65 p.

Distance education will have increasing impacton rural schools, where shortages in qualifiedstaff and low student enrollment limit courseofferings. Gives examples of various waystelecommunications technology is presentlybeing used in schools across the country.


6"Distance Education in Rural Schools:Technologies and Practice." Bruce 0. Barkerand Robert F. Hall. Journal of Research inRural Education, Vol. 10(2), Fall 1994,pp. 126-128. NAL Call No.: LC5146.R47.

This study provides information on 130 ruralschool districts in 32 states. Completedquestionnaires indicate that the K-12 singlecampus school districts with 300 students or lesshave some form of telecommunications in place.Some of the questions that were addressedinclude: 1) to what extent are rural schoolsparticipating in distance learning projects; 2)what kinds of technologies are being utilized fordistance learning; 3) how pervasive aretelecommunications devices in rural schools; 4)what level of funding have rural schoolscommitted to distance education; and 5) howsupportive are teachers and educators.

7"Housing Star Schools Reforms." Naida C.Tushnet. Los Alamitos, CA: SouthwestRegional Laboratory. Paper Presented at theAnnual Meeting of the American EducationalResearch Association. New Orleans, LA: April4-8, 1994. 16 p. ERIC Doc. No.: ED374150.

Star Schools programs have been instrumentalin funding innovative educational methods suchas teleteaching, distance education, computernetworks, and using fiber optics. This paperevaluates the Star Schools program in terms ofhow effectively students are utilizing theinteractive communication through distancelearning technology. Also examines thestudent/teacher interaction and the learningpotential of distance education.Consideration for successful programs includeteacher training and distance educationintegrated into the broader educational reformmovement.

14

8"How Nebraska Has Responded WithTelecommunications and Long-distanceEducation." Timothy Lynch. Rural Libraries,Vol. 14(1), 1994, pp 3-10.

The Nebraska Library Commission, determinedto improve access to its library resources,developed with Nebraska EducationalTelevision a satellite network (NEB*SAT) foreducational and public service programming. Ina coordinated network of originating andreceiving sites it is designed to provide PublicTelevision and Radio Service, InstructionalService, Compressed Video Service and FiberOptic Service, so that distance learning andcontinuing education programming are providedstatewide.

9"Improving Staff Development in RuralCommunities Using Distance Education andCommunication Technology." DennisKnapczyk, Paul Rodes, and Thomas Brush.Rural Special Education Quarterly, Vol. 13(2),Spring 1994, pp. 19-24.

Indiana University has been working withseveral rural school corporations to give staffdevelopment training to special and generaleducation personnel. The teachers remain attheir schools, using distance education andcomputer-based audiographic communicationstechnology. One key to the success of theprogram is the encouragement of collaborationamong teaching staff.

10"Interactive Instructional Television: Educationfor Rural Areas." Judy Anagal and others. In:Rural Goals 2000: Building Programs ThatWork. American Council on Rural SpecialEducation, 1996. 7 p. ERIC No.: ED394778.

Innovative Approachei in Rural Education

Special education teachers from the KayentaUnified School District in a federally fundedpartnership with Northern Arizona Universityparticipated in two interactive instructionaltelevision courses during a two-semesterprogram. The system included two-way videoand audio, open microphones, and on-siteoperator. A survey of students indicatedadvantages and disadvantages of the project.

11"The Iowa Distance Education Alliance: StarSchools--A Special Statewide Network."Michael Simonson and others. Tech Trends,Vol. 38(1), Jan./Feb. 1993, pp. 25-28.

Indicates the participants, technologies, andbenefits of the Iowa project which received agrant in 1992. A list of activities, goals andtimetables are included. Available from (UMI)University Microfilms International.

12Teleteaching Distance Education.Hummelstown, PA: Epler Enterprises, Inc.;Mansfield University, PA: Rural ServicesInstitute, 1993. 481 p. ERIC Doc. No.:ED373947.

Examines various types of distance learningprograms and technologies used inPennsylvania's rural schools. Thiscomprehensive source includes additionalreferences and glossary.

15

20


FUNDING FOR RURAL EDUCATION

Included in this listing are journal articles, ERIC documents, educational grant guides and a list ofprivate and public assistance programs offering assistance to elementary and secondary schools.Assistance includes project grants, contracts and fellowships.

Bibliography

1

"The 81-Cent Solution." Jim B. Simpson.American School Board Journal, Vol. 180(10),October 1993, pp. 28-30.

This is a case study of a school district in ruralMissouri that successfully levied for an 81 centtax increase for the purposes of buildingadditional facilities. Required was hard work,one year of solid planning, public relationswork, and community involvement.

2"Children in Crisis: The Tragedy of Under-funded Schools and the Students They Serve."Sandra Feldman. American Educator: TheProfessional Journal of the AmericanFederation of Teachers, Vol. 16(1), Spring1992, pp. 8-17, 46.

Examines the problems of underfunded publicschools at the national and local levels.Provides a critique of the America 2000educational goals, and looks at how the largersocial forces affect education. Included isdiscussion on the American Federation ofTeachers funding proposals.

3Developing Supplemental Funding: Initiativesfor Rural and Small Schools. Robert Carlson.ERIC DIGEST, Digest EDO-RC-93-4.Charleston, WV: Appalachia EducationalLaboratory, March 1993. 2 p.

17

21

Discussion focuses on many ways that rural andsmall schools can organize fundraisingactivities. Some of these new approaches callfor creativity from the community. It isemphasized that regardless of your fundraisingoption, they must all be carefully planned inorder to be effective. Available free fromERIC/CRESS.

4"The Effects of an Aging Rural Population onthe Financing of Rural Public Education."Stephen C. Deller and Norman Walzer. Journalof Research in Rural Education, Vol. 9(2), Fall1993, pp. 104-114. NAL Call No.:LC5146.R47.

A survey of approximately 500 residents in arural Illinois area reveals that retirees supportpublic education as much as non-retirees. Otheranalysis shows that retirees do not adverselyaffect voting issues on educational bondreferenda.

5"Factors Determining Missouri Rural SchoolDistricts' Ability to Pay Teachers' Salaries: ACase for Reoganization." John Alspaugh.Rural Educator, Vol. 16(2),Winter 1994-95,pp. 5-9.

Small rural school districts with lowpupil/teacher ratios generate a small amount ofrevenue per teacher. If districts reorganize intolarger units, teacher pay would increase and lessteacher salary supplement money would beneeded.


6"From Rags to Riches: A Plan to ImproveEducation in a Small Rural School." James E.Segars. Rural Educator, Vol. 14(1), Fall 1992,pp. 19-20.

Describes how an ordinance to raise taxes waspassed by the city council to generate funds fora rural Alabama school system. Money hasbeen used for projects, buildings, increasedsalaries, and funding for distance education.

7"Hanging Tough." Millicent Lawton.Education Week, Vol.13(20), February 9, 1994,pp. 26-30.

Describes the challenges faced by a small ruralK-12 school district in Oregon. The reductionin property taxes has meant that the schoolwould possibly need to consolidate with anotherschool district. Despite its uncertain future, theschool district's superintendent/principle iscreating ways to increase revenue.

8Rural and Urban School Finance: Districts andExperts Speak Out. Oak Brook, IL: NorthCentral Regional Educational Laboratory, 1995.43 p.

This policy brief examines the fundingchallenges faced by educators andpolicymakers. Personal reactions are includedby various educational professionals on variousfunding issues. By presenting these commentsin their original form, readers are able toexperience the true "grassroots" flavor ofdealing with problems.

9Rural Children: Increasing Poverty Rates PoseEducational Challenges. Briefing Report to theChairwoman, Congressional Rural Caucus,House of Representatives. Washington, DC:

18

Health, Education, and Human ServicesDivision, 1994. 64 p. ERIC Doc.No.: ED366488.

This article examines the growing risk thatAmerica's rural children face in terms ofattaining educational success. This indicatesthat poverty and demographic shifts areadversely affecting rural schools' ability to meeteducational standards for rural studentssuggesting that Chapter 1 funding will alsodiminish. This document reveals an increase inthe percentage of rural poor children and highernumbers of single-parent families headed bywomen who are not well educated. Discussesthe eligibility for Chapter 1 grants and how itwill, be affected by new criteria. According tostatistics in this source, about 12 percent of allrural children live in areas that will loose theireligibility for grant money.

10"School Boards: Forging Links to Parents andCommunity in Small School Districts." RichardA. Schmuck. Small Town, Vol. 23(1),July/August 1992, pp. 24-28. NAL Call No.:HT101.S52.

This article reviews observations that weremade after board members traveled to 21different states. Major topics include smallcommunity economic decline and how businessleaders and other professionals are underrepresented in the economic development ofsmall schools. Suggestions for improvementinclude: 1) facilitating communication; 2)forming partnerships; and 3) promotingeconomic development.

11

"School Funding: Should Affluent Districts beForced to Aid Poorer Neighbors?". JolmathanWalters. CQ Researcher, Vol. 32, August 27,1993, pp. 745-768.

22

Innovative Appioaches in Mural icluCation

Is money the key to a better education, andshould school districts be leveled up or leveleddown? Funding background including lawsuits,current situation and outlook are covered; achronology of key events since the 1950s isillustrative of major funding events.

12"The School Tax Squeeze." Beth Baker. RuralElectrification Magazine, Vol.51(11), August1993, pp. 22-25. NAL Call No.:HD9688.A1R8.

This article examines a rural area in Nebraskathat challenged the system of relying on localproperty taxes for school funding and insteadfiled a law suit in connection with the unequaldistribution of money spent on rural schooldistricts. Possible solutions include grantingsmaller school districts needed funds through astate taxation system and equalization aid toimprove rural school standard.

13"Use of Alternative Funding by Rural Schoolsfor Supplemental Programs Which AddressCurrent Social Issues and Special EducationNeeds." Darlene N. Brown and Rosalie A.Schenck. In Rural America: Where AllInnovations Begin. Conference Proceedings,Savannah, GA: March 11-13, 1993. 11 p.ERIC Doc. No.: ED358984.

An independent school district in New Mexicofound alternative means of funding for meetingthe needs of early childhood education, specialeducation, at-risk students, and communitypartnerships with local colleges. Past problemsare discussed such as hidden costs andoverloading teachers with work. Discussionfocuses on issues as: 1) reasons for alternativefunding; 2) where funding is available; 3) howto train administrators for funding proposals;and 4) team building.

19

14Using Federal Funds to Improve Child Care.Helen Blank. Urbana, IL: ERIC Clearinghouseon Elementary and Early Childhood Education,1994. 3 p. ERIC Doc. No.: ED365468.

This source is based on the national surveyentitled the Children's Defense Fund (CDF).Focuses on various aspects of federal fundingincluding: 1) licensing; 2) reference and referralservices; 3) infant child care; 4) low incomechild care; 5) childcare training; and 6) planningprograms. Also discusses how block grants areused to improve programs for special needschildren. Suggestions include the need for state,federal, and local governments to collaborativewith other organizations on the issue ofimproving child care.

Educational Grant Guides

1

Grants for Elementary and SecondaryEducation. New York, NY: Foundation Center,1995. 298 p.

This customized guide lists hundreds ofeducationally awarded grants of $10,000 ormore. An index is included to help you locatepossible sources of funding by: 1) type oforganization funded by grantor; 2) subject focusof the grants; and 4) geographic area in whichfoundation has awarded grant projects.

2

National Guide to Funding for Children, Youth,& Families, 3rd ed. James E. Baumgartner, ed.New York, NY: Foundation Center, 1995.1 Vol.

This new edition is a well researched guide forthe most current fundraising and nonprofitdevelopment resources available. It includesover 3,400 national and local grantmakers, more

23


than 13,000 descriptions of recent grants andup-to-date facts on each funder's interest.

3National Guide to Funding for Elementary andSecondary Education, 3rd ed. James E.Baumgartner, ed. New York, NY: FoundationCenter, 1995. 663 p.

The newest edition of this volume containsessential information on more than 2,100foundations and corporate giving programs,each known for granting awards to elementaryand secondary educational institutions. Thisconvenient volume will save you precious timebecause of the carefully constructed list ofgrantmakers interested in your subject field.This guide provides important data such asaddresses, financial data, applicationprocedures, contact names and key officials.Includes descriptions of recently awarded grantsfrom a wide range of organizations such assmall schools, national research institutions,bilingual programs, cooperative communityeducation, dropout prevention, gifted programsand much more.

Funding Resources

1

Federal Assistance Programs RetrievalSystem (FAPRS)General Services AdministrationFederal Domestic Assistance Catalog Staff300 7th St., SWGround Fl., Reporters Bldg.Washington, DC 20407202-708-5126

http://www.gsa.gov/fdac

The Federal Assistance Programs RetrievalSystem (FAPRS) is an online, menu-drivensystem which offers complete text searching of

the Catalog of Federal Domestic Assistance.The Catalog contains information about allfederal domestic programs including federalgrants, loans, insurance, and training programs.Indexed by subject, function, and agency,information is available on eligibility,application procedures, selection criteria, anddeadlines

2The Taft Group835 Penobscot Building645 Griswold St.Detroit, MI 48226-40941-800-877-TAFT

http:/lwww.taftgroup.com/taft.html

The Taft Group publishes reference works onthe philanthropic activities of wealthyindividuals, corporations, and foundations. Thefirm maintains a database of detailedinformation on thesesubjects and publishes more than 20 directoriesand newsletters for nonprofit organizations,professional fundraisers, and researchers. ManyTaft Group publications are available ondiskette or magnetic tape. Customized versionsof these electronic formats also are available forsome publications. Electronic databases areavailable for internal data processing andretrieval and non-publishing purposes only.

3The GRANTS DatabaseThe Oryx Press4041 North Central, Ste. 700Phoenix, AZ 85012-3397602-265-26511-800-279-6799

http://www.ogxpress.com

The GRANTS Database is available fromDIALOG on compact disk on a subscription

20

24


basis and online for a fee. The Oryx Pressproduces and maintains this database thatprofiles grant and funding programs for majordisciplines and subject areas offered byfoundation, private, local, federal, andinternational sources. Each entry includes theprogram name, sponsor, programdescription, requirements, grant amount,application deadline, renewal information,contact address and telephone number. TheDatabase corresponds to the following printpublications:Directory of Grants in the Humanities,Directory of Research Grants, and the Directoryof Biomedical and Health Care Grants.

4The Grantsmanship Center1125 W. Sixth St., Fifth Fl.P.O. Box 17220Los Angeles, CA 90017213-482-9860FAX: 1-213-482-9863

http:/lwww.tgacom

The Grantsmanship Center offers courses ingrantsmanship, fundraising, programmanagement, and grant proposal writing. TheCenter also publishes the Whole NonprofitCatalog which includes articles on nonprofitorganizations as well as listings of recentpublications on both nonprofit and corporatephilanthropy. The Catalog is available free tostaff of nonprofit and government agencies.

5The Foundation Center79 Fifth Ave.Dept. TENew York, NY 100031-800-424-9836212-620-4230FAX: 212-807-3677

21

http://fdncenter.org

The Foundation Center provides up-to-dateinformation on foundation and corporate givingthrough its library services program. Its nationalcollections are located in Washington, DC andNew York, NY. At both locations, grantseekershave free access to core Center publications plusa wide range of books, periodicals, and researchdocuments relating to foundations andphilanthropy. The Center also providescomputer access to the latest foundation grantinformation through the FOUNDATIONDIRECTORY (File 26) and the FOUNDATIONGRANTS INDEX (File 27), its databases onDialog.

25


PARTNERSHIPS IN SCHOOLS

Efforts to include parents, teachers, administrators and citizens of the community in a student's educationhave shown to be educationally and socially beneficial. The building of close ties between schools, townorganizations and universities has brought about a sense of dedication, and fostered the necessarycommunication between higher education and K-12 schools. Collaboration means sharing andcommitment on the part of parents, teachers and school leaders, who can guide students to achieveacademic success and assist in their future prospects as adults.

1

Building Collaborative Education Systems: NewRoles For State Education and HigherEducation Agencies. Esther Rodriguez. OakBrook, IL: North Central Regional EducationalLaboratory, 1994. 31 p.

This article points out that limited financesadversely affect the school-college collaborationefforts. Indications from this source suggestthat state education and higher educationcompete for public resources and that thiscompetition is one variable that keeps themfrom attaining better communication andservice. This source suggests that legislationshould not be the only means of improvingeducation but that bureaucracies and theiremployees become actively engaged in effortsat policy making.

2"Community/School Revitalization: JoiningRural Schools and Towns Together to EmpowerYoung People and Enhance Their Sense ofBelonging." Edwin C. Nelsson. Small Town,Vol. 26(2), September-October 1995, pp. 20-29.NAL Call No.: HT101.S52.

A year-long project at Chadron State Collegeinvolves graduate students in local programsand enables' them to appreciate the quality oflife in their communities which they helpedcreate.

23

3"Enriching Adolescent Lives." Marian H.White. Schools in the Middle, Vol.4(2),November 1994, pp. 9-12.

Families are seen as important components inthe student learning process. This articleindicates that students have a greater sense ofworth in their education when partnerships areformed and when communities are directlyinvolved in children's lives.

4"Even Start Program Focuses on FamilyStrengths." Anne Byers. Rural Adult EducationFORUM, Vol. 8(2), December 1995/January1996. 2 p.

The Unified School District 383/475 innortheastern Kansas reaches over 200 families ayear through their cooperative Even Startprogram. The program contains fourcomponents: adult education, early childhoodeducation, parent education, and parent andchild time together. Mostly home-based, theprogram uses children's literature and readingaloud as the focus, and links with other serviceproviders in the area. Basically, the outreachprogram to families has aligned its vision andmission with federal Even Start guidelines, theNational Goals for Education, state QualityPerformance. Assessment indicators, and districtmission statement and goals.

26


5Innovations in Parent and Family Involvement.William J. Rioux and Nancy Berla. PrincetonJunction, NJ: Eye on Education, 1993. 400 p.

Describes alternative programs that families andteachers can utilize for promoting studentlearning. Information includes: 1) programcomponents; 2) parent involvement; 3) strengthand weaknesses of programs; 4) programevaluation; 5) funding issues; and 6) contactpersons. Bibliographic references included.

6Integrating Community Services for YoungChildren and their Families. Linda G. Kunesh.Oak Brook, IL: North Central RegionalEducational Laboratory, 1993. 23 p.

This source presents challenging issues forcommunities such as threats to our phyical,social, and individual well-being. Some of themore common problems listed in thispublication deal with unemployment, highschool drop out rates, divorce, teen pregnancyand substance abuse. If these problems areinterrelated, as suggested by the author, thenservice delivery systems should be designed andcoordinated in a multidimensional way.Suggestions for effective change in this sourceinclude forming collaboratives between schoolsand communities. Other examples includeschool-linked programs, those rooted in thecommunity, and those that engage the entirecommunity.

7"Interstate Collaboration in the Era of 'A NewCompact for Learning: A Partnership toImprove Educational Results in New YorkState." Robert Urzillo and others. Paperpresented at the Spring Conference of the NewYork State Association of Teacher Education,Syracuse, NY, 1993. 12 p. ERIC Doc. No.:ED361324.

24

Presents the challenges facing rural education aswe approach the year 2000 and points out theconcepts of college-school cooperation to meetthe many needs of rural students. Somecollaborative ventures are discussed andindicate new ways that colleges and schools canperceive one another.

8"Popular Theater Promotes Rural SchoolReform." Shabaash M. Kemeh. Rural AdultEducation FORUM, Vol. 8(1), October/November 1995. 3 p.

Students in Yakima, Washington and Flagstaff,Arizona learned to use popular theater as avehicle for addressing social and communityissuess. Initially, the concept of communitytheater was introduced to a group of ruraleducators through EMPIRE (ExemplaryMulticultural Practices in Rural Schools).Subsequently, an ethnically diverse group ofstudents from two different schools identifiedseveral issues of concern, than developed a playthrough improvisation techniques to portray oneselected issue, later involving the audience insolutions. It was shown that popular theater canbe pivotal for the improvement of schooleducation, and can offer opportunitiess forparents and teachers to interact

9Rural Partnerships: Working Together.Proceedings of the Annual National Conferenceof the American Council on Rural SpecialEducation (ACRES). Montgomery, Diane, Ed.Texas, TX. March 23-26, 1994. 477 p.

60 conference papers address critical issuesrelated to rural education, special education,teacher training, school reform and "at risk"students. There is need for developing andmaintaining successsful working relationshipsamong rural professionals, community agencies,and families. Includes a topical index.

2


10"Service Learning Benefits Students,Communities." Rural Clearinghouse Digest onService Learning, Vol. 2(2), July 1995, 5 p.

Service learning is a teaching tool in whichstudents apply classroom skills to solve real lifeproblems in their communities. Effectiveservice learning programs involve youth indecision-making, giving them a sense ofempowerment and ownership. Severalexamples of service learning programs inelementary and high schools, a communitycollege, and at Kansas State University, aredescribed.

11Small Scale and School Culture: TheExperience of Private Schools. George E.Conway. ERIC DIGEST, Digest EDO-RC-94-6. Charleston, WV: Appalachia EducationalLaboratory, November 1994. 2 p.

Compares small private schooling with thelarger public schools. Indications are thatprivate institutions foster a sense of community,personal loyalties and a feeling of connectivity.Private schools are often well funded and neednot respond to changing public opinion ordiverse sentiments. Questions offer a way forpublic educators to think seriously about how toimprove public education. They include: 1)could smaller public schools aid in educationalimprovement?; and 2) should bureaucraticrestrictions be loosened in public schools?

25

28


SPECIAL NEEDS

Found in this listing are digests, journal articles, books, and ERIC Documents with information onteaching in a multicultural classroom, and teaching students who are physically or emotionallychallenged. There are two divisions to this source listing: One is entitled, Teaching in a MulticulturalSetting and the other is called, Teaching For Solutions: Addressing the Needs of Students.

Multiculturism

1

American Indian/Alaska Native Education.Fastback No. 367. Jon Reyhner. Bliimington,IN: Phi Delta Kappa Educational Foundation,1994. 42 p.

Despite changes in educational policy in the1970s from one of assimilation of AmericanIndians to one of self-determination, testimonyin 1990 and 1991 hearings indicated that manystudents attend schools that fail to promoteappropriate academic, social, cultural, andspiritual development. Native Americanstudents do significantly better in those schoolsthat respect and support students' language andculture. It suggests that teachers need trainingto cover instructural methods suitable to thesestudents, to use bilingual language methods anda culturally relevant curriculum.

2"Benefits of Cultural Immersion. Activities in aSpecial Education Teacher Training Program."Sam Minner and others. ConferenceProceedings of the American Council on RuralSpecil Education, Lsas Veas, Nevada, March15-18, 1995. 5 p. ERIC Doc. No.: ED381310.

A teaching program, preparing teachers forwork on a Navajo Reservation, is a partnershipbetween Northern Arizona University andKayenta Unified School District.The programimmerses Anglo participants in Navajo culture;half of participants are Anglo American and half

27

are Native American. According to thestudents, the program promotes cross-culturalawareness and sensitivity and brings twocultures together in a positive way.

3Blueprints for Indian Education: ImprovingMainstream Schooling. Robin A. Butterfield.ERIC/DIGEST, EDO-RC-94-2. Charleston,WV: ERIC/CRESS, Appalachia EducationalLaboratory, June 1994. 2 p.

Focuses' on the findings of two studies whichaddressed the need to reform the education forNative American children in public schools.Some of the suggestions include: 1) fosteringintercultural harmony; 2) improving teacherpreparation; and 3) developing curricula thatsupport cultural needs and learning styles.Available free from ERIC/CRESS.

4Blueprints for Indian Education: Languagesand Cultures. William Demmert. ERICDIGEST, Digest EDO-RC-94-3. Charleston,WV: ERIC/CRESS, Appalachia EducationalLaboratory, August, 1994. 2 p.

Author provides personal reflection on theimportance of maintaining strong culturalidentities for Native Americans. Includesinformation on the steps that can be taken at thelocal and federal levels to promote nativelanguages and cultures in schools andcommunities. Available free fromERIC/CRESS.

29


5Blueprints for Indian Education: Research andDevelopment Needs for the 1990s. PatriciaCahape. ERIC DIGEST, Digest EDO-RC-93-2.Charleston, WV: ERIC/CRESS, AppalachiaEducational Laboratory, March 1993. 2 p.

This is first in a series that summarizes findingsof (1) the Indian Nations at Risk Task Force and(2) the White House Conference on IndianEducation. It synthesizes research, development,evaluation, and dissemination needs, andprovides comprehsiveness and hope for change.

6Charting New Maps: Multicultural Education inRural Schools. Jenny Penney Oliver and CraigHowley. ERIC DIGEST, Digest EDO-RC-92-1.Charleston, WV: ERIC/CRESS, AppalachiaEducational Laboratory, August 1992. 2 p.

Multicultural education, some studies haveshown, can make school more relevant tominority students, and also decreasestereotyping of a particular cultural group.Thus, multicultural education ideally can helpindividuals and communities value and preservetheir own cultural uniqueness, and alsoencourage our multicultural society to value andpreserve itself.

7"Does Multicultural Education Belong in RuralWhite America?" Aram Ayalon. RuralEducator, Vol. 16(3), Spring 1995, pp. 1-6.

Examine ways in which multicultural educationgoals and strategies are relevant to rural schoolreform and revitalization, considering ruralschool characteristics, social and economictrends in rural areas, and rural culture andattitudes.

8Doing Our Homework: How Schools Can

Engage Hispanic Communities. Andrea B.Bermudez. Charleston, WV: AppalachiaEducational Laboratory, 1994. 92 p.

This document suggests as the population ofHispanic children continues to grow so does theneed for their educational attainment. This canbe enhanced by active parental involvement.Schools are now recognized as socialinstitutions connected to the community.Provides many suggestions for educatorsworking in the multicultural setting. Majorconcentration in on LEP or limited-Englishproficient parents and how they can make animpact on their child's life.

9Integrating Mexican-American History andCulture Into the Social Studies Classroom.Kathy Escamilla. ERIC/DIGEST, Digest EDO-RC-92-5. Charleston, WV: AppalachiaEducational Laboratory, September 1992. 2 p.

This document points out that the integration ofMexican-American culture is seen as a taskwhich encompasses the total schoolenvironment. Teachers and administrators needto be aware of the complexities of incorporatinganother culture into its curriculum. Suggestionsinclude teacher education, creating a healthyschool climate to foster diversity, and havingaccurate and representative materials reflectingthe culture and history. Available free fromERIC/CRESS.

10"Media Magic: Automating a K-12 LibraryProgram in a Rural School District." HelenAdams. Emergency Librarian, Vol. 21(5),May-June 1994, pp. 24-29.

Describes how a library resource centerengineered an automation process in a smallrural area. Topics included: 1) long-rangeplanning; 2) retrospective conversion for online

28

30


catalog; 3) library automation software vendors;4) financing; 5) telecomputing; 6) computerliteracy training; and 7) professionaldevelopment.

11"Mexican Immigrants in High Schools: MeetingTheir Needs." Harriet Romo. ERIC DIGEST,Digest EDO-RC-92-8. charleston, WV:Appalachia Educational Laboratory, March1993.2 p.

Lack of literacy skills in Spanish, limitedEnglish language, and high rates of mobilitypresent difficult instructional problemsespecially for secondary schools with studentsfrom Mexico. The typical programs used inthese schools include ESOL classes, bilingualprogrms that teach courses in the sudents' nativelanguge, and newcomers' schools which teachcultural and academic adjustments of immigrantstudents. While important, these programs havecertain weaknesses which need to be addressed.

12Multicultural Education: Issues andPerspectives. 3rd ed. James A. Banks andCherry A. McGee Banks. Bothell, Washington:University of Washington, 1997. 446 p.

Offers a comprehensive view of multiculturaleducation designed to help teachers address theneeds of students from various social classes,religions, ethnic and cultural groups, and of bothgenders. This new edition includes five newchapters and seven new authors; a MulticulturalResources Appendix provides a comprehensivelist of titles.

13"Multicultural Sensitivity: It's More Than SkinDeep." Lynn A. Manfredi-Petitt. YoungChildren, Vol. 50(1), November 1992,pp. 72-73.

29

The author contends that part of helpingchildren develop positive self-concepts is to tryto make educational settings become truecelebrations of option and choice. You canincrease the level of appreciation of diversityand sensitivity by allowing a child to choose atoy to play, for example, with and by elicitingand celebrating the various solutions toproblems that children may offer.

14Preparing Special Educators To Work withCulturally and Linguistically DiverseExceptional Learners: A Rural Case Study.Jack Mayhew and others. 1996. 10 p. ERICDoc. No.: ED394772.

The University of Utah designed a series ofAmerican Indian specialization courses forteachers to include cultural awareness,nonbiased assessment, and development ofstrategies to benefit Native American studentswith disabilities. Taking the classes via distancedelivery and offering summer classes oncampus were major incentives for participation.Includes a special education teacher'sreflections on the first year of teaching at aschool on the Navajo Nation.

15"Referral, Assessment, and Placement PracticesUsed in Rural School Districts with NativeAmerican Students in Special Education."Hal.L. Gritzmacher and S.C. Gritzmacher.Rural Special Education Quarterly, Vol. 14(1),Winter 1995, pp. 11-19.

A survey was developed to investigate thereferral, assessment, and placement practicesused with rural Native American students innorthern Minnesota. Overall, there was greatersatisfaction regarding the placement procedureby non-Indian specialists than by the NativeAmerican specialists who were involved. Thereappeared to be a cultural bias inherent in


assessment and achievement instruments, andproportionately more minority students,in thiscase Native American children, are placed inspecial education classrooms than are non-minority students.

16"The Rural Special Education Project: ASchool-Based Program That Prepares SpecialEducators to Teach Native American Students."Greg Prater, Susan Miller, and Sam Minner.Rural Special Education Quarterly, Vol. 15(1),1996, pp. 3-12.

Selected University students, both Anglo andNative American, work with Native Americanchildren and their families in a remotereservation area. The students, supervised by anon-site instructor, are given practical classroomexperience and also experience almost totalimmerssion in the Navajo culture.Recommendations are made for similarprograms based on this successful one.

17Rural Teachers, Students Learn To ValueDiversity. Jacqueline D. Spears. RuralClearinghouse Digest. Manhattan, Kansas:Kansas State University, Vol. 2, No. 1,December 1994.

Multicultural education is important in ruralschools because these schools are mong themost and least ethnically diverse. Pilot projectsin eight rural schools in Washington andArizona demonstrate the different communitycontexts in which multicultural reform can act.The schools included two with growingHispanic poulations, three American Indianschools and two primarily Anglo schools.Teacher and student exchanges betweendifferent types of schools, staff development,parent involvement were part of the project, aswell as opportunities to increase multiculturalawareness and making all students feel a valued

30

part of the school.

18Teaching in a Diverse Society. HerbertGrossman. California: San Jose StateUniversity, 1995. 416 p.

Designed to help teachers succeed with thediverse group of students attending schools inthe U.S. The focus is on African Americans,Asian Pacific Americans, Hispanic and NativeAmericans, immigrant and refugee students,migrant and homeless students, and studentswho have been adversely affected by genderbias. This text examines the educationaldisparities and their causes that these types ofstudents are apt to experience in the educationalprocess, and suggests specific ways for teachersto help eliminate inequities in the students'education.

19Thorough and Fair: Creating Routes to Success

for Mexican-American Students. Alicia Sosa.Charleston, WV: ERIC Clearinghouse on RuralEducation and Small Schools, 1993. 69 p.ERIC Doc. No.: ED360116.

Recommends ways to eliminate institutionalbarriers to equity and excellence in education.This book includes information about suchissues as dropout rates, reading and mathattainment levels of this population as well ascurrent immigration patterns. Improving staffdevelopment, minority teacher recruitment, andhow to involve parents in the education processare also covered.

20The Use of Native Language Models in theDevelopment of Critical Literacy." Gloria Dyc.American Indian Culture and Research Journal,Vol.18(3), 1994, pp. 211-33.

32


Many American Indian students are alienatedfrom formal education when they finddisparities and conflicts between the orallanguage they use in their communities and thelanguage they need to use in written academicdiscourse. Lakota college students wereempowered by using a language model whichfuses community-based language competenciesand essayist literacy.

At-Risk Student

1

Collaborating To Enhance Resilience in RuralAt-Risk Students. Mary K. Finley. Paperpresented at Conference in Savannah, Georgia,March 11-13, 1993. 10 p. ERIC Doc. No.:ED358995.

This paper stresses collaborative communityprevention strategies aimed at high-riskchildren. Local change efforts, localintervention, local strategies, and localcollaborative arrangement are the tools fornourishing protective factors in the family,school, and community.

2Cultivating Resilience: An Overview for RuralEducators and Parents. Mary Finley. ERICDIGEST, Digest EDO-RC-94-5. Charleston,WV: ERIC Clearinghouse on Rural Educationand Small Schools. 1994. 4 p.

This publication reviews the terms, "at-risk" and"high-risk", which are questioned in relation tostudent education. It suggests that educatorsand policymakers are encouraged to think ofstudents not as failures, but as success stories.This source examines an alternate way ofthinking about school children and suggestsways for rural communities to eliminate thenegative stereotypes associated with "at-risk"students. Available free from ERIC/CRESS.

31

3"Fostering Resiliency in Kids: ProtectiveFactors in the Family, School, and Community."Bonnie Benard. Educational Leadership, Vol.51 (3), November 1993, pp. 44-48.

Students at high-risk for dropping out of schoolor any number of negative influences areexamined. Some ways to alleviate or preventproblems associated with high-risk factorsinclude strengthening families, schools, andcommunities and encourage students to activelyparticipate in various events. Mentoring andcooperative learning are also mentioned ashaving a positive effect. Labeling children as"high-risk" is considered unproductive andcreates a vicious cycle.

4"Risk, Resilience, and Protection." EleanorGuetzloe. Journal of Emotional and BehavioralProblems, Vol. 3(2), Summer 1994, pp. 2-5.

The topic of resilience in children is discussed.In this case referring to children who, whenfaced with difficult lives are still able to remaincompetent into adulthood. Discussion includescharacteristics of resilience, environmentalfactors, and teaching resilience. Geared towardeducators, both special and regular, in anattempt to identify how children at risk continueto remain confident and successful against manyodds. Several reasons include mentor support,encouraging creativity, and collaborativeprograms.

5Teaching At-Risk Students: A Quality Programin a Small Rural High School. Pauline V.Hodges. Paper presented at the NationalConference on Creating the Quality School,Oklahoma City, OK, March 25-27, 1993. 11 p.ERIC Doc. No.: ED360131.


An Oklahoma High School teacher describesher experiences about using an integratedlanguage arts teaching curriculum to help at-riskstudents become more proficient in all languageareas. This approach suggests that secondarystudents can become better readers if they areexposed to a comprehensive learningenvironment in which to foster reading, writing,listening, and speaking skills.

6You Can't Look Forward to Tomorrow, WhileHolding on to Yesterday: Rural Education andthe At-Risk Student. Larry D. Dorrell. Paperpresented at the Annual Conference of theNational Rural Education Association,Burlington, Vermont, October 16, 1993. 43 p.ERIC Doc. No.: ED367518.

Rural America, like urban America, facesproblems with crime, drugs, unemployment,poverty, inadequate health care, teenagepregnancy, suicide, etc. At least 30 percent ofchildren in the United States are at risk andeducationally disadvantaged. Early interventionis essential to break the cycle. The school witha smaller student population usually has a betteropportunity to provide the individual attentionneeded by at-risk students. Rural educators,building on this advantage, can offer at-riskstudents encouragement and a positive attitudeto help them achieve.

Special Education

1

"Administrators' Perceptions of TeachingCompetencies for Rural Minority GroupChildren With Exceptionalities." Richard F.Rodriguez. Rural Special Education Quarterly,Vol. 13(3), Summer 1994, pp. 40-44.

A needs assesssment survey was undertakeninvolving principals, counselors, and special

32

education directors, to establish a competency-based program for training those servingbilingual children with disabilities. The resultsindicate a need to change the present training ofpersonnel who deal with this unique group.

2"Attracting and Retaining Special Educators inRural and Small Schools: Issues and Solutions."June C. Lemke. Rural Special EducationQuarterly, Vol. 14(2), Spring 1995, pp. 25-30.

Common problems are mentioned, followed bysuccessful strategies used by some schooldistricts to try to recruit and keep specialeducators in rural and small schools. Paramountto recruitment is to reach graduates makingcareer decisions, to stress the benefits ofteaching in rural areas such as one-on-oneteaching, greater possibility for communityinvolvement, and a less stressful environmentThere should be a campaign to encourage ofstudents already living in rural areas to considerteaching in the same or similar area. Ongoingorientation and training, mentoring, usingtelecommunications technology forcommunication with others, and giving realfinancial incentives, are all possible factors tohelp retain special education staff.

3"Developing Local Multidimensional ScreeningProcedures for Identifying Giftedness amongMexican American Border Population." Elba I.Reyes, and others. Roeper Review, Vol. 18(3),February-March 1996, pp. 208-11.

A projects responded to the need for culturallrelevant alternatives ti existing asssesssmentpracticess in identifying giftedness amont ruralMexican Americans. Using multidimensionaland holistic procedures, students showed similarcognitive and performance profiles to thoseidentified using traditional methods.

34


4"Meeting the Needs of Children With EmotionalProblems in a Profoundly Rural Area: APreventive Model." Landa J. Iverson. RuralSpecial Educaion Quarterly, Vol. 13(3),Summer 1994, pp. 26-30.

The Wyoming Department of Education and theUniversity of Wyoming teamed up to organize asummer institute designed to provide regulareducation teachers with the theory, concepts andtechniques that would allow them to work withemotionally disturbed studens with "prevention"in mind. The program wass designed to enableteachers in isolated areas to work withemotionally disturbed children reducing thenumber of referrals to special educationprograms and other needed services. Foradditional information on the program, contactSteve Harlow or LaMont Johnsson, College ofEduction, University of Nevada, Reno, NV89557-0029

5"Montana's Big Sky Country: A CSPD RunsThrough It!." Mary Susan E. Fishbaugh. RuralSpecial Education Quarterly, Vol. 14(4), Fall1995, pp. 3-8.

Educators in Montana, as in other rural states,suffer from professional isolation, inadequatefunding/resource, and few professionaaldevelopment opportunities. Yet Montana'sstrong development of its ComprehensiveSystem of Personnel Development (CSPD)applied to special education services throughoutthe state provides a model for other rural statesto consider.

6"Participation of Rural Students WithDisabilities and Rural Gifted Students in OpenEnrollment." Thomas J. Delaney, Cheryle M.Lange, and James E. Ysseldyke. Rural SpecialEducation Quarterly, Vol. 14(3), Summer 1995,

33

pp. 31-35.

Data analysis was conducted on 82 surveyscompleted by rural parents of students withdisabilities or who are gifted and who tookadvantage of open enrollment in other districtsfor their children. Demographic information,sources of information, and reasons for transferwere tallied. Conclusions showed that most ofthe students using open enrollment have alearning or a speech disability, parents mostoften received information about openenrollment possibilities from the news media,and most parents chose enrollment in otherschool districts because they believed theirchild's special education needs are better met.In addition, the perceived effectiveness ofspecific teachers was an important reason fortransferral.

7"Potpourri of Resources to Tap GiftedEducation in Rural Areas." Luise Savage andJudy Werner. Proceedings of the AnnualNational Conference of the American Councilon Rural Special Education, Austin, Texas,March 23-26, 1994. 7 p. ERIC Doc. No.:ED369601.

Discusses the problems faced by rural educatorsin providing gifted students with appropriateeducational support. Includes problem areassuch as small numbers of gifted students,limited resources and funding, difficulty infinding trained personel, and differences incultural values. Explores program options suchas developing gifted programs in regionalcenters and community problem solvingactivities. Recommendations include ongoingtraining for teachers of gifted students andmaking use of available technology such asdistance learning, telecommunications, andnetworking. Available through Eric DocumentReproduction Service (EDRC) 1-800-443-3742.Fax: 703-440-1408.


8"Promise for the Future Gifted Education inRural Communities." Shirley Aamidor andHoward H. Spicker. Rural Special EducationQuarterly, Vol. 14(2), Spring 1995, pp. 39-46.

The criteria that rural schools use to identifygifted and talented students are examined. Theauthors suggest that different and particularprocedures be used to identify rural giftedchildren who are disadvantaged, just as they areused with disadvantaged children from specificcultures. Additionally, it is recommended thatcurriculum intervention, in order to increaseidentification of gifted rural studentss, mayinclude using the resources and talents of ruralcommunities, and computer technology to linkrural communities with other people and places.

9Rural America: Where All Innovtions Begin.Diane Montgomery, ed. ConferenceProceedings of the American Council on RuralSpecial Education, Savannah, Georgia, March11-13, 1993. 509 p. ERIC Doc. No.:ED358980.

This conference proceedings contains 60conference papers and presentations on ruralspecial education, disabled and at-risk students,multicultural education, alternative funding forspecial programs, and related matters.Alternative certification programs in specialeducation and the recruiting and retaining ofspecial education teachers are also included.

10"Rural Students With Low IncidenceDisabilities: Recommended Practices for theFuture." Joan Sebastian and John McDonnell.Rural Special Education Quarterly, Vol. 14(2),Spring 1995, pp. 31-38.

Some of the recommended practices forteaching students with severe and multiple

34

disabilities are: such students should be part of awider school environment with opportunities tointeract with others; educators use a curriculum-based on the actual demands of living andworking in the community; transdisciplinaryteams share expertise and help develop anintegrated education program for each student.Results of Utah's efforts to disseminaterecommended practices to its rural areas for thepast ten years were studied. It was found thatthe development of a systemwide approachallowed Utah to better utilize limited resources.Improvements need to be made for bettercommunication with other experts in the field,and inservice training, through the use of newtechnologies such as long distance learning andnetworking systems

11

"Service Delivery to Culturally andLinguistically Diverse Exceptional Students inRural School Districts." Jozi De Leon and JackCole. Rural Special Education Quarterly, Vol.13(4), Fall 1994, pp. 37-45.

There are not enough teachers who are trainedin bilingual special education in many ruralschool districts to address the needs of culturallyand linguistically diverse exceptional students(CLDE). Further, educational diagnosticiansand speech language pathologists (SLPs) maynot take into acount language and culturalfactors when placing students in specialprograms, causing a misdiagnosis. The authorssuggest that special educators be trained incultural and language areas while the bilingualand English as a second language (ESL)teachers are trained in exceptionalities in orderto provide better service.

12

"Special Education for Students withDisabilities" -- Special Issue. Richard E.Behrman, ed. The Future of Children, Vol.6(1), Spring 1996. 175 p.

36


This special issue is devoted to the subject ofspecial education and students with disabilities.Contents include nine articles on: Analysis andRecommendations; Legislation and LitigationHistory; Identification and Assessment;Learning Disabilities; Transition from School toWork; Financing Special Education; Children inSpecial Education; The Effects of Medicaid onInsurance Coverage. An Appendix selectsFederal Programs Serving Children withDisabilities.

13"Special Education in Rural Areas: Validationof Critical Issues by Selected State Directors ofSpecial Education. Final Report." Joy Hicks.Alexandria, VA: National Asssociation of StateDirectors of Special Education, 1994. 19 p.ERIC Doc. No.: ED378767.

State directors agreed that the most prevalentissues include: recruitment and retention ofpersonnel; transporation; students with limitedEnglish language; poverty; geographic isolation;declining economies and unemployment; poorfiscal management; and parent involvement.Additional financial support was the mostcommon recommendation.

14"Technology and Rural Special Education:Models and Methods for Preparing Teachers".Linda P. Thurston and Joan Sebastian. In RuralGoals 2000: Building Programs that Work,1996. 10 p. ERIC Doc. No.: ED394768.

This paper presents three models that employtechnology to prepare personnel to serve ruralchildren with disabilities. The Department ofSpecial Education at the University of Utahdeveloped a model for delivering teachereducation at a distance utilizingtelecommunications technology; Kansas StateUniversity developed electronic delivery of aninternship course required for certification in

35

special education, requiring students to haveInternet access and distance communicationwith instructors and classmates; KSU alsodeveloped a series of multimedia trainingmodules about child and family issuess. .

15"The Training and Support Needs ofParaprofessionals in Rural Special Education."Perry D. Passsaro, and others. Rural SpecialEducation Quarterly. Vol. 13(4), Fall 1994,PP. 3-9.

Almost fifty percent of teachers andadministrators surveyed in Wyoming, Northand South Dakota reported a shortage ofparaprofesssionals in special education, whilehalf of these also reported high turnover rates.The main problems identified byparaprofessionals were poor administrativesupport, low salary, lack of respect, andespecially the lack of opportunity to advance.Since more paraprofessionals are in demandthan are available, solutions need to be found.Some solutions would be to upgrade ongoingtraining, identify the job role and requirements,and to certify paraprofessionals. Opportunitiesfor programs that would allow upward mobilityinclude using instructional technology to worktowards a fully certified special educator, areother options.

16"Urgently needed Culturally Diverse, RuralSpecial Education Teachers." MarySavelsbergh. Rural Special EducationQuarterly, Vol. 13(3), Summer 1994, pp. 22-25.

A new model to recruit culturally diverseindividuals to serve rural special educationstudents is urgently needed, as America'sclassrooms (in the late 1980s) are showingincreases in minority populations while theteacher candidate pool is increasingly white.Studies are cited which reveal that minority

37


students benefit when the teacher is a memberof the same minority group.

17"Vocational Education for Students with SpecialNeeds in Rural America: Problems andSolutions." Jay W. Rojewski. Rural SpecialEducation Quarterly, Vol. 12(3), Summer 1993,pp 8-17.

Despite the unemployment in rural areas,consolidation of resourses and better access tovocational programs by students withdisabilities through technology, a focus onhelping students become job creators rather thansimply job applicants, and networking withother rural educators, business and industry,comunity leaderss, and community colleges, canall brighten the future for rural youth withdisabilities.

36

38


TECHNOL Girt

1

"Bringing High Tech to the Heartland." LindaP. Thurston, Diane McGrath, and Darla Stone.Journal of Rural and Small Schools, Vol. 5(2),1992, pp. 18-23.

Most rural schools provide limited access tocomputer technology. To address this problem,a year-long project at Kansas State University inthe College of Education, provided seventeenmiddle school teachers with computer skillsthrough a variety of distance learning methods.

2"Educational Technology: Perspectives of the90's and Beyond." Barbara A. White.Proceedings, Joint Region Program CommitteeMeeting. Southern Rural Development CenterPublication No. 179, January 1994, pp. 15-22.

The author, looking toward the 21st century,defines educational technology as "theapplication of computer and communicationstechnologies as an educational resource or toolto facilitate teaching, learning, and research."In particular, the Cooperative Extension Systemneeds to assure public access to information anddistance learning opportunities at thecommunity level, as the focus in educationshifts from "distribution" to "access" ofinformation.

3"Enriching Adolescent Lives." Marian H.White. Schools in the Middle, Vol.4(2),November 1994, pp. 9-12.

Families are seen as an important component inthe student learning process. This articleindicates that students have a greater sense ofworth in their education when partnerships are

37

formed and when communities are directlyinvolved in childrens' lives. These skills, aimedat computer equity for boys and girls, were usedin developing classroom activities .Participation by students seemed to havewidened their vision and encouraged them tosee computers as important to their futures.Similar programs may assure that rural studentswill better keep up with their more urban peers.

4"Rural Schools and the Internet: Providing an"On/Off Ramp" to the InformationSuperhighway of the 21st Century." Bruce 0.Barker and others. Rural Research Report, Vol.6(4), Winter 1994-95. 10 p.

This article addresses the development ofcomputer networks in Illinois schools as apositive educational trend. The Internetprovides students and teachers with accesss tothe following: (1) networking throughworldwide electronic mail and distribution lists;(2) numerous databases nd electronic bulletinboards through which users can exchangeinformaion; (3) collaborative investigation ofproblems and issues and ability to shareproducts across geographic and politicalboundaries; and (4) resources ranging fromcurricula to the best classsroom activities.Students in even the smallest schools may havethe same opportunities as those in largerschools. This article discusses equipment needsand costs of using the Internet.

5"The Use of the Internet by Math and ScienceTeachers: A Report on Five RuralTelecommunications Projects." John M. Rogan,Comp. Paper presented at the Annual Meetingof the American Educational Research

39


Association, San Francisco, CA, April 18-22,1995. 43 p. ERIC Doc. No.: ED384509.

The results of five projects usingtelecommunications and the Internet to fosterthe renewal of math and science eduction inrural education are discussed. There were threepositive themes: exhilarating experiences ofhaving accesss to unlimited information,overcoming isolation, and a sense of excitementand renewal. Frustrations and barriers arediscussed.

6"Using a Strategic Plan to Promote Technologyin Less Wealthy Rural School Districts." JamesH. VanSciver. T.H.E. Journal, Vol. 22(2),September 1994, pp. 72-73.

Describes a down-to-earth approach to astrategic plan to bring technology into aDelaware school, using concrete way to findfunding and providing workshops for change forpersonnel. Some of the achievements arereviewed.

38 4 0


JOURNALS

It is often essential to have access to literature written by professional educators, administrators, andothers dedicated to educating students. These periodicals represent some of the best sources for anyoneinterested in student education, including an up-to-date phone listing for more information about eachpublication.

American Educational Research JournalAmerican Educational Research Association1230 17th St., NWWashington, DC 20036-3078202-223-9485FAX: 202-775-1824

American Journal of EducationUniversity of Chicago Press,Journals DivisionBox 37005Chicago, IL 60637-1603773-753-3347FAX: 773-753-3347

Appalachian JournalAppalachian State UniversityCenter for Appalachian StudiesBoone, NC 28608704-262-4072FAX: 704-262-2553

AppalachiaU.S. Appalachian Regional Commission1666 Connecticut Ave, N.W.Washington, DC 202335202-884-7770FAX: 202-884-7682

Basic EducationCouncil for Basic Education1319 F St., NW Suite 900Washington, DC 20004-1106202-347-4171

39

Co parative Education ReviewUniversity Center for International StudiesComparative and International EducationSocietyUniversity of Chicago Press, Journals DivisionBox 37005Chicago IL 60637773-702-3347FAX: 773-753-0811

Country TeacherNational Rural Education Association230 Education Bldg.Colorado State UniversityFort Collins, CO 80523-1588970-491-7022FAX: 970-491-1317

Democracy and EducationInstitute for Democracy in EducationEducation Bldg.Ohio University, College of Education313 McCrackin HallAthens, OH 45701-2979614-593-4531FAX: 614-593-0177

Education Funding NewsEducation Funding Research Council4301 Fairfax Drive, Suite 875Arlington, VA 22203-1627703-528-1000FAX: 703-528-6060


Education Grants AlertCapital Publications, Inc.1101 King St., Suite 444Alexandria, VA 22314703-683-4100FAX: 703-739-6501

Educational Horizons, International OfficePi Lambda Theta, Inc.Box 6626Bloomington, IN 47407-6626812-339-3411FAX: 812-339-3462

Educational Technology: The Magazine forManagers of Change in EducationEducational Technology Publications, Inc.700 Palisade Ave.Englewood Cliffs, NJ 07632201-871-40071-800-952-BOOKFAX: 201-871-4009

Hands On: A Journal For TeachersFoxfire Fund, Inc.Box 541Mountain City, GA 30562706-746-5828FAX: 706-746-5829

Human Services in the Rural EnvironmentEastern Washington UniversityInland Empire School of Social Work andHuman ServicesCheney, WA 99004509-359-6474

InnovatorUniversity of Michigan, School of EducationE. & S. University AyesAnn Arbor, MI 48109313-763-4880FAX: 313-763-4062

40

Journal of Cooperative EducationCooperative Education Association, Inc.8640 Guilford Rd., Suite 215Columbia, MD 21046-2615410-290-3666FAX: 410-290-3084

Journal of Instruction Delivery SystemsSociety for Applied Learning TechnologyLearning Technology Institute50 Culpepper St.Warrenton, VA 20186540-347-0055FAX: 540-349-3169

Journal of Rural Community PsychologyCalifornia School of Professional Psychology1350 M St.Fresno, CA 93721209-486-8420FAX: 209-486-0734

Learning Disability QuarterlyCouncil for Learning DisabilitiesBox 40303Overland Park, KS 66204913-492-8755

Mathematics TeacherNational Council of Teachers of Mathematics1906 Association DriveReston, VA 22091703-620-9840FAX: 703-476-2970

Media Methods: Educational Products,Technologies and Programsfor Schools and UniversitiesAmerican Society of Educators1429 Walnut St., 10th Fl.Philadelphia, PA 19102215-563-6005FAX: 215-587-9706

42

Innovative Approaches in Rural EducatiOn

Natio all Rural Education NewsNational Rural Education Association230 Education Bldg.Colorado State UniversityFort Collins, CO 80523-1588970-491-7022FAX: 970-491-1317

Partnership ProgressionsNational Association of Partners inEducation, Inc.901 N. Pitt St., Suite 320Alexandria, VA 22314703-836-4880FAX: 703-836-6941

Reading TeacherInternational Reading Association, Inc.800 Barksdale Rd.Box 8139Newark, DE 19714-8139302-731-1600Fax: 302-731-1057

Resources in Education Annual CumulationEducation Resources Information Center4041 North Central Ave., No. 700Phoenix, AZ 85012-3397602-265-2651FAX: 602-265-6250

Rural Development PerspectivesUS Department of AgricultureEconomic Research Service1303 New York Ave NW, Room 208Washington, DC 20005-4788202-219-4060800-99-6779

The Rural EducatorNational Rural Education Association230 Education Bldg.Colorado State UniversityFort Collins, CO 80523-0001970-491-7022FAX: 970-491-1317

The Rural SociologistRural Sociological SocietyTexas A & M University

Rabel J. BurdgeInstitute for Environmental StudiesUniversity of Illinois1101 W. Peabody DriveUrbana,IL 61801-4723217-244-8759FAX: 217-333-8046

Rural SociologyDepartment of SociologyRural Sociological Societyc/o Rabel J. BurdgeInstitute For Environmental StudiesUniversity of Illinois1101 W. Peabody DriveUrbana,IL 61801-4723217-244-8759FAX: 217-333-8046

Rural Special Education QuarterlyAmerican Council on Rural Special EducationNew Mexico State UniversityBox 30001/Department 3SPELas Cruces, NM 88003-0001505-646-6812

41


OTHER RESOURCES /ORGANIZATIONS

This current listing is divided into organizations interested in rural education, educational equality andregional educational laboratories. These helpful contacts provide current information on a variety ofrelated topics. Included are agencies and organizations at the national, federal, and regional levels.

Agency for Instructional TechnologyP.O. Box ABloomington, IN 47402-0120812 - 339-2203800 - 457-4509FAX: (812) 333-4218E-mail: ait@aitinetInternet: http://www.aitnet/

Association for Educational Communicationsand Technology1025 Vermont Ave. NW, Suite 820Washington, DC 20005202 - 347-7834FAX: 202 - 347-7839E-mail: [email protected]: http://www.aect.org/

Association for Experiential Education2305 Canyon Blvd., Suite 100Boulder, CO 80302303 - 440-8844FAX: 303 - 440-9581E-mail: [email protected]:http://www.princeton.edu/--rcurtis/aee.html

Center For Rural Education and SmallSchoolsKansas State UniversityCollege of Education126 Bluemont Hall1100 Mid-campus Dr.Manhattan, KS 66506913 - 532-5886FAX: 913 - 532-7304Internet:

43

www.educicsu.edu/organizations/centers/cress/cressmenu.html

Cooperative Education Association11710 Beltsville Dr., Suite 520Beltsville, MD 20705301 - 572-CEA9FAX: 301 - 572-3916Internet: http://www.antioch.edutco-op/socs/cea.html

Council for Educational Development andResearch2000 L St. NW, Suite 601Washington, DC 20036202 - 223-1593FAX: 202 - 785-3849Internet: http://www.cedar.org/

Council for Exceptional Children (CEC)1920 Association Dr.Reston, VA 20191-1589703 - 620-3660FAX: 703 - 264-9494E-mail: [email protected]: http://www.cec.sped.org

Creative Education Foundation1050 Union Rd.Buffalo, NY 14224716 - 675-3181FAX: 716 - 675-3209Internet: http://www.cef-cpsi.org/

44


Distance Learning Resource Network(DLRN)(Star Schools Dissemination Project Funding)Far West Laboratory for Educational Researchand Development730 Harrison St.San Francisco, CA 94107415 - 241-2737800 - 662-4160FAX: 415- 241-1746E-mail: [email protected]: http : / /www.fwl.org/edtech/dlrn.html

Education Funding Research Council4301 North Fairfax Dr., Suite 875Arlington, VA 22203-1627703 - 528-1000FAX: 703 - 528-6060

Educational Research Service2000 Clarendon Blvd.Arlington, VA 22201703 - 243-2100FAX: 703 - 243-8316

ERIC/CRESS (Clearinghouse on RuralEducation and Small Schools)Appalachia Educational LaboratoryP.O. Box 1348Charleston, WV 25325-1348800 - 624-9120Fax: 304-347-0487

Institute for Distance EducationUniversity Blvd. & Ade 1phi Rd.College Park, MD 20742-1662301 - 985-7777FAX: 301 - 985-7845Internet: www.ael.org/_eric.htm

Minnesota Rural Education Association1001 East Mt. FaithFergus Falls, MN 56537CONTACT: Ms. Vermae Hasbargen218 - 736-4787

44

FAX: 218 - 739-2459

Megaskills Education Center of the Homeand School Institute, Inc.Special Projects Office1500 Massachusetts Ave., NWWashington, DC 20036CONTACT: Dorothy Rich, President202 - 466-3633FAX: 202 - 833-1400E-mail: [email protected]: www.megaskillshsi.org

National Association for MulticulturalEducationPO Box 9657Arlington, VA 22219703 - 243-4525

National Center for Research on CulturalDiversity and Second Language Learning(Service of Center for Applied Linguistics)1118 22nd St. NWWashington, DC 20037202 - 429-9292

National Clearinghouse for BilingualEducation1118 22nd St. NWWashington, DC 20037Information Specialist202 - 467-0867800 - 321-6223FAX: 202 - 467-4283 or 800 - 531-9347Email:[email protected]: http: / /www.ucbe.gwu.edu

National Coalition of Advocates for Students100 Boylston St., Suite 737Boston, MA 02116617 - 357-8507FAX: 617 - 357-9549

45


National Coalition for Sex Equity inEducatio (NCSEE)1 Redwood Dr.Clinton, NJ 08809908 - 735-5045FAX: 908 - 735-9674

National Committee for SchoolDesegregationRm. 510 Administration Bldg.21st St.' South of the ParkwayPhiladelphia, PA 19103215 - 299-7672FAX: 215 - 299-8940

National Dropout PreventionCenter/NetworkClemson UniversityCollege of Health Education & HumanDevelopment205 Martin St.Box 345111Clem Son, SC 29634-0726CONTACT: Dr. Jay Smink, Eiec. Dir.864 - 656-2599800 - 443-6392FAX: 803 - 656-0136Email: [email protected]: http://www.dropoutprevention.org/

National Future Farmers of America (FFA)5632 Mt. Vernon Memorial Hwy.P.O. Box 15160Alexandria, VA 22309-0160703 - 360-3600FAX: 703 - 360-5524 or 703 - 780-4396Internet: ADD:http://www.FFA.org

National Information Center for EducationalMediaP.O. Box 8640Albuquerque, NM 87198-8640505 - 265-3591800 - 926-8328Fax: 505 - 256-1080

45

Internet: http://www.nicem.com

National i eading Co ference122 S. Michigan Ave., 11th Fl.Chicago, IL 60603Judith Burnison, Exec. Dir312 - 541-1272Email: [email protected]: http://www.iusb.edu/nedud/eleed/nrc/nrcindex.html

National Rural and Small SchoolsConsortiumc\o National Rural Development Institute359 Miller HallWestern Washington UniversityBellingham, WA 98225206 - 676-3576FAX: 206 - 657-4845

National Rural Education Association(NREA)c/o Joseph T. NewlinColorado State UniversityFort Collins, CO 80523-1588970 - 491-7022FAX: 970 - 491-1317Email: [email protected]

National School-To-Work Learningand I formation Center400 Virginia Ave., Rm. 210Washington, DC 20024800 - 251-7236FAX: 202 - 401-6211E-mail: [email protected]: http://www.stw.ed.gov

Parents in Touch (a two-day conference)901 North Carollton Ave.Indianapolis, IN 46202CONTACT: DiLynn Phelps317 - 226-4134

46


Reading is Fundamental600 Maryland Ave. SW, Suite 600Washington, DC 20024Ruth P. Graves, Pres.CONTACT: Dr. William E. Trueheart202 - 287-3220FAX: 202 - 287-3196Internet: http: / /www.si.edu/RIF

REAL EnterprisesChicopee Complex125 Idlywood Dr.Athens, GA 30605706 - 546-9061

United States Distance Learning AssociationShelley PortwayDirector of Operations510 - 606-5160FAX: 510 - 606-9410E-mail: [email protected]

ORGANIZATIONS FOR EDUCATIONALEQUALITY

The emphasis on multiculturalism has receivedconsiderable attention. Rural schools need to beprepared for the continuing influx of studentsand families from differeent culturalbackgrounds. As people from different culturalbackgrounds move to rural areas they needassurance that their children are enteringschools prepared to work with their children.

Desegregation Assistance Centers

Center for Educational EquityMid-continent Regional EducationalLaboratory2550 S Parker Rd., Suite 500Aurora, CO 80014CONTACT: Shirley McCune, Director303 - 337-0990

46

FAX: 303 - 337-3005States served: CO, MT, ND, SD, UT, WY

Desegregation Assistance CenterInterface Network, Inc.4800 SW Griffith Dr., Suite 202Beaverton, OR 97005CONTACT: Miguel Valenciano, Director503 - 644-5741FAX: 503 - 626-2305States served: AK, HI, ID, OR, WA, AmericanSamoa, Guam

Mid-Atlantic Equity ConsortiumMid-Atlantic Center5454 Wisconsin Ave., Suite 655Chevy Chase, MD 20815Sheryl Denbo301 - 657-7741FAX: 301 - 657-8782States served: DE, DC, MD, PA, VA, WV

Midwest Desegregation Assistance CenterKansas State University401 Bluemont HallManhattan KS 66506CONTACT: Charles Rankin913 - 532-6408FAX: 913 - 532-7304States served: IA, KS, MO, NE

Programs for Educational EquityUniversity of MichiganSchool of Education1033 School of Education Bldg.Ann Arbor, MI 48109CONTACT: Percy Bates313 - 763-1229FAX: 313 - 763-1229States served: IL, IN, MI, MN, OH, WI

47


Schools for Quality Education, Inc.Kansas State UniversityCollege of Education124 Bluemont Hall913 - 532-5886Internet:http://www.educ.ksu.edu/Organizations/Center/SQE/

Southeastern Desegregation AssistanceCenterSouthern Education Foundation8603 S Dixie Hwy., Suite 304Miami, FL 33143CONTACT: Gordon Foster305 - 669-0014FAX: 305 - 669-9808States served: AL, FL, GA, KY, MS, NC, SC,TN

Southwest Center for Educational EquitySouthwest Regional Laboratory4665 Lampson Ave.Los Alamitos, CA 90720CONTACT: Harriet Doss Willis213 - 598-7661FAX: 213 - 985-9635States served: AZ, CA, NV

REGIONAL EDUCATIONALLABORATORIES

Appalachia Educational LaboratoryRural, Small Schools ProgramP.O. Box 1348Charleston, WV 25325-1348CONTACT: Harman Hobart800 - 624-9120 (outside WV)(800) 344-6646 (in WV)304 - 347-0400 (local)

Far West Laboratory for EducationalResearch and DevelopmentRural Education730 Harrison St.

47

San Francisco, CA 94107CONTACT: Stanley Chow415 - 565-3000

Mid-Continent Regional EducationalLaboratoryRural Education2350 S. Parker Ave., Suite 500Aurora, CO 80014CONTACT: Rich Rangel303 - 337-0990

North Central Regional EducationalLaboratory1900 Spring Rd., Suite 300Oak Brook, IL 60521-1480708 - 571-4700FAX: 708 - 218-4989

Northwest Regional Educational LaboratoryRural Education101 SW Main St., Suite 500Portland, OR 97204CONTACT: Steve Nelson503 - 275-9500

The Regional Laboratory for EducationalImprovement of the Northeast and IslandsRural, Small Schools Initiative300 Brickstone Square, Suite 950Andover, MA 01810CONTACT: R. Michael Mayo508 - 470-0098

Southwest Educational DevelopmentLaboratoryRural Education211 East Seventh St.Austin, TX 78701CONTACT: Preston Kronkosky, Pres.512 - 476-6861508 - 470-0098FAX: 512 - 476-2286

Nationall Agricut littarall LibraryDocument ml &livery Services

Services Avaiiable to individuals

Print Materials ElectronicFiles

PuttingInformationin YourHands

The National Agricultural Library (NAL) supplies agricultural materials not found elsewhere to other libraries andinformation centers. Submit requests first to your local library resources. In the United States, possiblesources are public libraries, state libraries, land-grant university or other large research libraries within a state. Inother countries submit requests through major university, national, or provincial institutions.

If the publications are not available from these sources, have your library submit requests to NAL with astatement indicating their non-availability following the directions below.

Library Must Include the Following Data Elements in Each Request:

Complete mailing address.Complete citation including verification (source of citation) and NAL call number if available.Date after which item is no longer needed.Copyright Compliance -- Libraries may indicate compliance by including the initials of one statement,either "CCL" for compliance with the copyright law or "CCG" for compliance with Copyright Guidelinesor a statement that the request complies with U.S. Copyright Law or other acceptable copyright laws (i.e.IFLA, CLA, etc.). Libraries must also provide authorizing official's name.Willingness to pay charges must be indicated on the form.Library's Fax number or ARIELIm IP address (if delivery by either of these methods is desired).

The library must submit a separate interlibrary loan form or request for each item. If the citation is from an NALdatabase (AGRICOLA, Bibliography ofAgriculture, or the NAL Catalog) and the call number is given, pleaseinclude it. Materials in NAL's collection are loaned only to other U.S. and Canadian libraries. The followingmaterials are not loaned: serials, rare materials, reference and reserve books, microfonns, and proceedings ofconferences or symposia. Photocopy or microform of non-circulating publications may be requested for a feeprovided that the request does not exceed 50 pages per item.

Send Requests to:

Postal Mail: USDA, National Agricultural LibraryDocument Delivery Services Branch, PhotoLab10301 Baltimore Ave., NAL Bldg.Beltsville, Maryland 20705-2351

Charges for delivery:

FAX: 301-504-5675Ariel IP Address: ariel.nal.usda.govE-mail: lending @nal.usda.govOCLC: AGL

Photocopy, hard copy of microfilm and microfiche -- $5.00 for the first 10 pages or fractioncopied from a single article or publication. $3.00 for each additional 10 pages or fraction.Duplication of NAL-owned microfilm -- $10.00 per reel.Duplication of NAL-owned microfiche -- $5.00 for the first fiche and $.50 for each additionalfiche per title.

Billing -- Charges include postage and handling, and are subject to change. Invoices are issued quarterlyby the National Technical Information Service (NTIS), 5285 Port Royal Road, Springfield, VA 22161.Establishing a deposit account with NTIS is encouraged. DO NOT SEND PREPAYMENT.

Contact the Access Services Librarian at (301) 504-6503 or via email at [email protected] with questions or commentsabout this policy. DDSindiv/997

49

49

U.S

. Dep

artm

ent o

f Agr

icul

ture

Nat

iona

l Agr

icul

tura

l Lib

rary

Bel

tsvi

lle, M

aryl

and

2070

5

OF

FIC

IAL

BU

SIN

ES

SP

enal

ty fo

r P

rivat

e U

se, $

300

I II

II

I

ilJP

osta

ge a

nd F

ees

Pai

dU

nite

d S

tate

sD

epar

tmen

t of A

gric

ultu

reA

GR

-1 0

1

ERIC!

(9/92)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement (OERI)

Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Releaseform (either "Specific Document" or "Blanket").