NotesFAQContact Us
Collection
Advanced
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED141054
Record Type: RIE
Publication Date: 1937
Pages: 74
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Review of Conditions and Developments in Education in Rural and Other Sparsely Settled Areas. Being Chapter V of Volume I of the Biennial Survey of Education in the United States: 1934-36. Bulletin, 1937, No. 2 (Advance Pages)
Cook, Katherine M.; And Others
Presenting narrative and tabular data from a state of the arts orientation, this 1937 U.S. Office of Education bulletin reviews the educational situation in rural and other sparsely populated areas and describes major rural educational developments since 1928. Specifically, this bulletin details the following: (1) the significance of education in sparsely settled communities (number and percent of rural public schools by type; trends in number and percent of children attending various types of public rural schools; teachers in different types of public rural schools; and teachers' salaries and other financial aspects of public rural and urban schools); (2) the state and the rural schools (school support in sparsely settled areas; the state and improvement of instruction via curricular reorganization; general pattern for curriculum construction showing core areas of group culture and subject matter for five trunk lines of curriculum activities; staff improvement trends in the supervision of rural instruction; and standards); (3) organization for local administration and support (present status of local administrative units; recent developments; surveys preliminary to the establishment of local administrative units; local school units project; transportation; and the central rural school district); (4) some newer practices in education outside cities (school buildings; forums in rural communities; and provisions for exceptional children). (JC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Office of Education (DHEW), Washington, DC.
Note: Not available in hard copy due to small print size of original document