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Peer reviewedHarmon, Hobart L. – State Education Standard, 2003
Describes characteristics of the "ideal" rural teacher and highlights the significant issues associated with recruiting and retaining such teachers in rural schools. Claims that new ideas and approaches will be necessary if small rural schools, often located in very isolated and poor areas, are to attract qualified teachers. (Contains 34…
Descriptors: Educational Improvement, Elementary Secondary Education, Enrollment Trends, Labor Turnover
Peer reviewedHowley, Craig B.; Harmon, Hobart L. – Rural Educator, 2000
A nationwide study of 205 K-12 unit schools found above-average test scores, postsecondary attendance, and high school completion rates. Both satellite and Internet systems were used in two-fifths of these schools. Single-school districts spent more per pupil on unit schools, employed more cooperative strategies, and were more fiscally…
Descriptors: Academic Achievement, Distance Education, Educational Cooperation, Elementary Secondary Education
Harmon, Hobart L.; Branham, Dan H. – High School Magazine, 1999
During a 1998 National Rural Education Association symposium, participants indicated that urban-style standards improve rural schools with adequate resources, cause confusion and concern, and conflict with local decision making. To match education standards with rural communities' values, many questions must be resolved in public political forums.…
Descriptors: Academic Standards, Community Involvement, Educational Improvement, Financial Problems
Download full textHowley, Craig B.; Harmon, Hobart L. – 2000
A case study of Oneida High School (Oneida, Tennessee) in December 1997 examined influences and unique circumstances that sustained the school in the face of possible closure and enabled it to "flourish." The study included structured interviews with over 70 individuals in the school and community, focus groups, and informal…
Descriptors: Case Studies, Community Attitudes, Community Schools, Educational Attitudes
Harmon, Hobart L. – Perspectives: A Journal of Research and Opinion about Educational Service Agencies, 2003
Opportunities abound for educational service agencies (ESAs) to assist rural schools districts with implementing the No Child Left Behind Act. Strategies that ESAs could pursue are presented for critical issues in the areas of school-community relationships, school roles in rural development, funding, standard setting, school size, facility…
Descriptors: Education Service Centers, Educational Facilities Improvement, Educational Strategies, Elementary Secondary Education
Direct linkBlanton, Roy E.; Harmon, Hobart L. – Rural Educator, 2005
Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic…
Descriptors: Rural Schools, Poverty, Federal Legislation, Disadvantaged Youth
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