ERIC Number: ED172978
Record Type: RIE
Publication Date: 1979-May
Reference Count: 0
Staff Development in Rural Areas--Implications for Policy and Research.
Yarger, Sam J.; Yarger, Gwen P.
Federal policy and research regarding staff development in rural areas must take into consideration the inherent limitations in teacher inservice and preservice education, rural educational problems (limited human resources, migrant education, modern education services) that could be remedied by improved staff development, and the role of both the federal government and the schools in education and social reform. The primary role of rural schools is to instruct in basic content areas and career preparation, not to solve non-school problems. Realistic federal policy, related to specifically targeted federal dollars, should: deal directly with rural isolation problems in the delivery of staff development programs; focus on the recruitment and training of promising residents of specific rural areas for teaching careers; support the development of specialized training programs for teachers of rural children; and support the development and implementation of teacher training programs for both early childhood and adult education. Four significant areas for future research are regional projections of future employment opportunities, baseline data concerning youth and community aspirations about school goals, delineation of specific areas of educational deficit to rural school children, and realistic appraisal of school capability to support change and provide impetus for improving general rural conditions. (SB)
Descriptors: Educational Change, Educational Finance, Educational Policy, Educational Problems, Educational Research, Elementary Secondary Education, Government Role, Government School Relationship, Inservice Teacher Education, Opinions, Policy Formation, Rural Areas, Rural Education, School Role, Staff Development, Teacher Education
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.; National Inst. of Education (DHEW), Washington, DC.; Office of the Assistant Secretary for Education (DHEW), Washington, DC.; Department of Agriculture, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Rural Education Seminar (College Park, Maryland, 29-31 May 1979)