Reviews federal efforts to develop a rural education federal agenda, five basic problems of rural areas which lend themselves to federal solutions, Department of Education proposals for fiscal year 1982, significant federal responses/already in progress, and strengths and advantages of rural schools. (AN)

By using special teachable moments, small segments of lessons, or short periods of time during the school day, classroom teachers can integrate cooperative games, rhythmical activities, fundamentals of movement, outdoor recreation, and leisure concepts into the rural elementary school curriculum. Prime considerations should include fun, action,…

A community education project in Brooks County, Georgia, began in 1977 with five people, developed county-wide support, and now includes a community education county council, federal funding, volunteer programs, after-school programs, agricultural education (especially swine production), and a day-care center. (AN)

Describes results of study to determine unique qualities of effective teachers serving rural youth, using data from school administrators in 45 school districts in western South Dakota. The environment in which successful teachers were reared is considered more important than special preparation programs. Discusses inservice strategies and…

Discusses results of questionnaires (2,847 sent, 1,100 returned) from a random sample of teachers, principals and school board members in 48 states. Schools/districts were K-12 under 300 pupils, high schools under 200 students, or elementary schools under 15 per grade. Lists rural strengths, rural education recommendations. (AN)

Describes models and cites examples of levels of parent involvement in rural school programs. Indicates preference for community impact model in which parents have a voice in the school and the school is assured an influence over family for the educational benefit of youngsters. (NEC)

Analysis of studies indicates textbooks and teaching methods in rural social studies programs, like those in nonrural programs, stress information rather than critical thinking and inquiry skills, are not relevant to students' own lives, and do not exhibit individual teacher resourcefulness nor use local resources. (MM)

Placement of field experience students (FES) in rural schools develops human relations skills and positive attitudes. FES may assist rural educators by doing paper work, providing individual tutoring, and working with small groups and on individualized projects. However, success of these placements depends on the active involvement of university…

Describes a rural school system's successful efforts to help second- and third-grade students master basic facts in arithmetic by developing and using audiotaped material for addition and subtraction. Explains the development of the three-phase tapes. Notes the improvement of students' attitudes and the disappearance of finger counting. (SB)

Discusses the recent phenomenon of educational malpractice as a legal versus a political issue. Notes difficulties of educational malpractice suits with respect to establishing negligence and fraudulent misrepresentation. Discusses two types of malpractice cases and defines four principles that administrators and educators should follow to avoid…