Rural Education and Diverse Populations (2001)

Page Contents

A      B      BB      C      D      E      F      G      H      HH      I      J      K      L      M      MM      N      O      P      R      S      SS      T      U      V      W      Y      Z

A

Alexander, C. S., Allen, P., Crawford, M. A., & McCormick, L. K. (1 November 1999). Taking a First Puff: cigarette smoking experiences among ethnically diverse adolescents. Ethnicity and Health, 4(4), 245-257(213). Objectives. To study the social contexts and physiological consequences of an initial cigarette smoking experience among adolescents from four ethnic groups (African American, European American, Hispanic, Native American) who vary by gender and locale (e.g. urban vs rural). Method. A qualitative study using individual interviews and focus groups. Results. Results both amplify and reinforce conclusions about peer and family influences on adolescent smoking initiation reported in quantitative studies of teen smoking. Within the broader themes of peers and family, several important sub-themes emerged. The study findings suggest that peer influence can be characterized as social conformity or social acceptance. Males were more likely than females to describe experiences involving peers exerting strong messages to conform to smoking behaviors. Roles played by family members in the initiation process were complex and included those of initiator, prompter, accomplice, and inadvertent source of cigarettes. European American and Hispanic girls provided descriptions of parents/family members as instigators of their first smoking experience. Hispanic adolescents descripted instances in which family members prompted cigarette use at a young age by encouraging the young person to light the adult's cigarette. Finally, ethnic differences in the physiological responses to initial smoking suggest the need to further explore the role of brand preference and variations in inhaling among ethnically diverse adolescents. Conclusion. In order to design effective cigarette smoking prevention programs for adolescents, it is important to understand the meaning of smoking behaviors for adolescents from different ethnic and social backgrounds.

Allen, A. W., III, & Kleinfeld, J., Ed. (1990). Cross-Cultural Counseling: The Guidance Project and the Reluctant Seniors. Teaching Cases in Cross-Cultural Education No. 7., 85p. This case report describes a rural Alaska high school teacher's efforts to motivate nine Yup'ik Indian seniors to plan for their futures after high school. The case was written as a training tool to help teaching students to: (1) spot issues and frame problems in complex teaching situations; (2) interpret a situation from different perspectives; (3) identify different possibilities for action; and (4) consider the ramifications of different courses of action. The teacher in the case wants his students to attend college or vocational school and volunteers for the difficult position of "site guidance counselor." The report describes the teacher's efforts to develop a guidance program, his concerns about whether he is pushing his students too hard and whether his aspirations for them conflict with their Indian cultural values. It describes how he plans a special 2- week guidance project, the result of his project, and what finally happens to the students the year after high school. Discussion questions encourage prospective teachers to consider cultural shifts and conflicts faced by the rural Yup'ik students, their understanding of possible adult lifestyles, possible modifications in the guidance program, and the measures of its success. Other topics discussed include the following: (1) the nurturing nature of rural Indian villages that might hinder students' ability to prepare for adulthood; (2) college entrance rates in Alaska by ethnicity and gender; (3) participation of Inupiat men and women in the wage economy; (4) counseling programs in small rural high schools; and (5) broadening students' experience with travel programs. (TES) ED325269

Ambler, M. (1994). Telecommunications: Where the Red Road Meets the Information Superhighway. Paper presented at the 7pp. Photographs will not reproduce well. This newsletter article addresses the increasing role of telecommunications and its effect on American Indian institutions. Advocates believe that telecommunications could make rural Indian reservations more viable places to live, work, educate children, and treat illnesses. Additionally, new technology could revolutionize reservation economies. However, before Indian communities leap onto the "information superhighway," they must be willing to take action to determine how the information system is designed and regulated. American Indian Telecommunications and Americans for Indian Opportunity (AIO) have attempted to educate Indian communities concerning the urgency and necessity of becoming a part of the telecommunications movement. American Indian Telecommunications was created to promote Indian use of computers and telecommunications in a culturally appropriate manner. AIO raised money and started INDIANnet, which provides subscribers with free job announcements, information from the Federal Register and several federal agencies, research services, and free access to Internet. Despite such growing involvement, Indian people must do much more at the national and local level with regard to the national telecommunications agenda. To protect their sovereign rights, tribal institutions must ensure the nation's telecommunications policies reflect various Indian concerns including privacy of data, cost sharing, safeguarding traditional tribal beliefs and values, and encouraging Indian people to become producers of media as well as consumers. (LP) ED374924

Anderson, L., & Stein, W. (1992). The American Indians in Mathematics Project (AIM). Paper presented at the Journal of Rural and Small Schools, 5, 2, 24-31. Describes a three-year summer program for American Indian ninth and tenth grade student leaders from reservation schools designed to increase mathematics achievement. Involves intensive teacher training, workshops for parents, follow- up technology/visualization workshops, and ongoing communication among teachers, students, and the Montana State University faculty. (KS) EJ444993

Andon, H. B. (1997). Patterns of Injury Mortality among Athabascan Indians in Interior Alaska 1977- 1987. Paper presented at the American Indian and Alaska Native Mental Health Research, v7, 3, 11-33. During 1977-87, almost half of all deaths in rural interior Alaska resulted from accidents, suicide, or homicide. These causes of death were significantly higher among Natives compared to non-Natives or to other Alaska Native populations, among males compared to females, and among adolescents and young adults compared to other age groups. Includes data tables and graphs. (SV) EJ545135

Anghel, F. (1994). Functional Literacy in Romania: Between Myth & Reality. Chapter 13., 21pp. In: Alpha 94: Literacy and Cultural Development Strategies in Rural Areas; see RC 020 235. This chapter reviews the history of literacy training in Romania through the pretotalitarian period (1890-1945), the totalitarian period (1945-1989), and the posttotalitarian period (1989-present). Current literacy development efforts face many challenges including the facts that 592 classrooms do not have indoor plumbing, that more than 1,700 teaching positions in village and commune schools are held by individuals without specialized education, and that 60 percent of functional illiterates live in rural areas. An evaluation of rural literacy training shows that, during the most difficult stage of totalitarianism (1980- 1989), great strides were made, including establishing a school in every village, free education for all, access to cultural activities and written information, original cultural productions, and mass cultural demonstrations. However, the dictatorship controlled the content of written and visual communication, practiced censorship, and imposed codes of the Ruling Power through propaganda that became known as "gobbledygook." Objectives for a posttotalitarian rural literacy training program include abandoning the idea that only schools can provide literacy training; discovering community-based methods and encouraging nongovernmental agencies to launch literacy projects; producing tools to raise awareness of functional illiteracy in Romania; making use of projects and programs established by other agencies for the education of women and youth and for training; and enlarging the field of literacy training to include cultural minorities. Projects in progress include developing a rural university, a wide scale evaluation of the human and material resources in rural areas, and the establishment of a national network of facilitators for rural areas. (LP) ED386350

Antoun, R. T., Quataert, D., & NetLibrary Inc. (1999). Syria society, culture, and polity. Boulder, Colo.: NetLibrary Inc. Ds92.3.s97 1999 956.91 NetLibrary Inc.

Arthur, C., & Dash, J. M. (1999). A Haiti anthology: libète. Princeton, NJ London Kingston: Markus Wiener Publishers ; Latin America Bureau ; Ian Randle Publishers. F1921.h13 1999 972.94

Asayesh, G., & Others, A. (1992). Listening to Mothers' Voices: A Reporter's Guide to Family Literacy., 35pp. Pre-publication copy. Prepared by the national professional association of education reporters, this publication contains five articles that emphasize stories about mothers' crucial roles in their children's literacy. Reporters in five different parts of the United States sought out and interviewed young mothers with school-age children. "An Overview: Mothers' Voices" (Anne C. Lewis), is followed by "Rural Kentucky: Dreams Derailed by Poverty" (Jamie Lucke), which concerns white mothers raising children on their own in a rural Appalachian county in Kentucky. "Charleston, S.C.: Trying To Break the Chain" (Herb Frazier) concerns a black mother in a South Carolina urban area. "Baltimore, Md.: Aching To Do Better" (Gelareh Asayesh) relates stories about two- and three-generation, single-parent, black families in an inner-city area in Baltimore, Maryland. The efforts of newly arrived Hispanic families in Dallas, Texas to achieve literacy are described "Dallas, Texas: De Nada a LiteracyIn One Generation" (David Fritze). Finally, "Portland, Ore.: To Speak or Not To SpeakThe Home Language" (Miko Yim) addresses efforts of Hmong and Vietnamese families in Portland, Oregon to learn English. Summary comments about the stories are offered in the introduction to the report, which notes that family circumstances often outweigh educational concerns in the families described. The mothers see survival as a more central issue than schooling. Although many of the mothers have almost overcome the limitations of their backgrounds, they do not seem to be able to change or escape from their environment. The schools do not cope well with children who are different from other children, and parents are often intimidated by the schools. In spite of these difficulties with schooling, literacy behaviors in the homes are reinforced even by parents who do not know English. Contains eight references. (LB) ED344684

Asquith, P. J., & Kalland, A. (1997). Japanese images of nature: cultural perspectives. Richmond, Surrey: Curzon Press. Ds821.j345 1997

_____ (1999). Falling through the Net: Defining the Digital Divide. A Report on the Telecommunications and Information Technology Gap in America. Revised., For the 1998 report, see ED 421 968. Page Length: 126. This report provides comprehensive data on the level of access by Americans to telephones, computers, and the Internet. It also provides valuable information about where Americans are gaining access and what they are doing with their online connections. These data, from the U.S. Census, provide a factual foundation for key policy initiatives to promote greater access for all Americans. Access to the Internet has soared for people in all demographic groups and geographic locations. At the end of 1998, over 40% of all U.S. households owned computers, and one-quarter of all households had access to the Internet. However, the digital divide persists between the information rich and the information poor, who include younger people, those with lower incomes and education levels, certain minorities, and those in rural areas or central cities. Whites are more likely to have access to the Internet from home than Blacks or Hispanics are from any location. Black and Hispanic households are approximately one-third as likely to have home Internet access as households of Asian/Pacific Islander descent and roughly two-fifths as likely as White households. Regardless of income level, Americans in rural areas lag in Internet access. At the lowest income levels, those in urban areas are more than twice as likely to have Internet access than those earning the same income in rural areas. For many groups, the digital gap has widened. An appendix contains information about the trendline study through 1998. (Contains 113 charts and 5 tables.) (SLD) ED440200

_____ (1999). Rio Arriba County Strategy To Combat Heroin Addiction. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Sixth Congress, First Session. Special Hearing (Espanola, New Mexico, March 30, 1999). At an Espanola (New Mexico) hearing, the Subcommittee on Commerce, Justice, and State, the Judiciary, and Related Agencies of the Senate Committee on Appropriations heard testimony on heroin addiction and intervention efforts in Rio Arriba County, New Mexico. An opening statement of Senator Pete Domenici outlined the problem of an epidemic of black tar heroin addiction afflicting the county, with accompanying crime and delinquency problems. A representative of the federal Office of Justice Programs (OJP) described relevant OJP initiatives, particularly Weed and Seed, which provides funding for community law enforcement, drug treatment programs, and after-school youth activities aimed at drug and delinquency prevention. Other federal officials discussed block grants and state incentive grants for drug prevention and treatment programs, the Starting Early Starting Smart program for children aged 0-7, physical and mental health problems related to drug abuse, the science of heroin addiction and treatment, and science-based drug education materials for grades 5-9. Representatives of state and local agencies discussed substance abuse-related detention costs; substance abuse, mental health, and related medical costs for local prisoners; the Rio Arriba Strategic Plan for Substance and Alcohol Abuse and Treatment; the rationale for a county-wide plan; current substance abuse reduction activities in the county; youth development as primary prevention; the high rates of drug-related death in New Mexico; the special problems of isolated rural communities; and a drug treatment program based on yoga, meditation, and nutrition. (SV) ED440816

Adams, J. (1994). The transformation of rural life: southern Illinois, 1890-1990. Chapel Hill: University of North Carolina Press. F547.u5 a34 1994 977.3/99504 norst

Adams, J., & NetLibrary Inc. (1999). The transformation of rural life southern Illinois, 1890-1990. Boulder, Colo.: NetLibrary Inc. F547.u5 a34 1999 977.3/99504 NetLibrary Inc.

Adriance, M. (1995). Promised land: base Christian communities and the struggle for the Amazon. Albany: State University of New York Press. Hd499.n66 a37 1995 333.3/1811 norst

Adriance, M., & NetLibrary Inc. (1999). Promised land base Christian communities and the struggle for the Amazon. Boulder, Colo.: NetLibrary Inc. Hd499.n66 a37 1999 333.3/1811 NetLibrary Inc.

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Black, N. (Jan 1997). Technical and Vocational Education for Rural Development: Delivery Patterns. Paper presented at the 9pp. Produced by the International Project on Technical and Vocational Education (UNEVOC), Berlin, Germany. Experts in technical and vocational education and training (TVET) from 11 countries participated in a UNESCO International Workshop. The countries were: Australia, Brazil, Canada, Colombia, India, Jordan, Kenya, Mexico, Poland, Republic of Korea, and South Africa. Workshop participants identified a range of issues relating to improving the contribution of TVET to rural development. Rural communities were defined as having more widely dispersed people and production; restricted access to basic services due to a lack of critical mass; and focus on cultivating or extracting primary products. The following recommendations were made: (1) future strategies for TVET development and delivery should involve the community, provide for relevance to rural situations, and include flexible course structures and delivery strategies; (2) UNESCO Member States should develop and implement appropriate strategies to popularize TVET; (3) Member States should review levels of literacy and numeracy achieved from school education to ensure students were prepared to use technologies required in TVET programs; (4) TVET subjects should be integrated into primary and secondary curricula for all students; (5) TVET curriculum should be developed to meet competency standards and provide for worker mobility; (6) TVET authorities should ensure teachers are suitably qualified; (7) learning centers should be established and funding sources pursued; and (8) a range of delivery modes should be adopted. (Contact addresses at UNESCO are appended.) (YLB) ED405503

Black, S. (1996). Size Matters. Paper presented at the Executive Educator, 18, 4, 31-33 Apr. Administrators everywhere should advocate smaller schools. Tom Sergiovanni says small size is a prerequisite for transforming schools into communities of learners. Other researchers find that small schools enhance personal relationships, are more intellectually oriented, and enhance student participation and academic performance. Administrators should exchange their entrepreneurial, "gesselschaft" mindscapes for caring, "gemeinschaft" communities. (13 references) (MLH) EJ522752

Blanke, D. (2000). Sowing the American dream: how consumer culture took root in the rural midwest. Athens, OH: Ohio University Press. Hc107.a14 b553 2000 306.3/0977

Blount, J. (1993). Dirt, Soil, and Schools: Patterns of Land Ownership and Schooling. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Explains how land conditions and local land ownership patterns have contributed to the educational change that left a rural, primarily African-American town in North Carolina without its own school. The town's history, largely interpreted by one elderly African-American man, shows how economic structures have evolved over the past century. (SLD) EJ480487

Bond-MaupinBond-Maupin, L. J., & MaupinMaupin, J. R. (10 September 1998). Juvenile justice decision making in a rural hispanic community - Legal processing of Chicano gang members. Journal of Criminal Justice, 26(5), 373-384(312). The processing of juveniles through the juvenile justice system of a jurisdiction encompassing two rural counties in New Mexico where the numerical majority of the population is Hispanic/Mexican American was examined. The official records of 591 juveniles referred to the Juvenile Probation and Parole Office were analyzed and interviews with all Juvenile Probation and Parole Officers (JPPOs) assigned to this jurisdiction were conducted. The results suggest that (1) juveniles are subject to considerable police surveillance; (2) this rural community relies extensively on formal social control; and (3) the diversity, rather than homogeneity, of this rural community affects the decision making of its juvenile justice professionals.

BondMaupin, L., & Maupin, J. (1998). Juvenile Justice Decision Making in a Rural Hispanic Community. Journal of criminal justice, 26(5), 373.

Boone, M. (15 Oct 1994). Community Stability and School Conflict: The Influence of Three Socioeconomic Factors., 18pp. Paper presented at the Research Forum of the National Rural Education Association (Tuscaloosa, AL, October 15, 1994). This paper explores the relationship between community stability and school conflict in a small rural Texas school district. Data included school district records; newspaper archives; and interviews with school district officials, community members, and officials of the League of United Latin American Citizens (LULAC). Texas County (a pseudonym) is composed of two communities (Richards and Burnett) with an overall ethnic composition of 55 percent Anglo, 35 percent Hispanic, and 9 percent Black. Richards and Burnett have seen their economic base seriously eroded in recent years, and in 1983, their school districts were consolidated to form the Texas County Consolidated Independent School District (TCCISD). Conflict began in TCCISD in 1990 over minority hiring practices and the lack of Hispanic teachers. The conflict evolved from charges of racism against the superintendent and a principal to a concerted effort backed by LULAC to change the way in which members of the TCCISD board were elected (to allow more Hispanic representation). The conflict within TCCISD is analyzed in terms of the "principles of rural organization": (1) centripetalism, the tendency of various social and economic forces to centralize themselves in one location; (2) inclusiveness, which works to hold community residents together; and (3) social distinction, by which the residents of one rural community distinguish themselves from residents of another rural community. Economic decline and the changing ethnic composition of the school district have broken the assumed cohesiveness of the community along racial and ethnic lines and forced into the open Hispanics' feelings of exclusion. (KS) ED377002

Bowsley, V., Dugi, A., Gonnie, P., Heimbecker, C., Jennings, M., Medina, C., Sorgnit, H., Watt, C., & Prater, G. (2000). Transition of Navajo Special Education Students in a Rural Environment., In: Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, VA, March 16-18, 2000); see RC 022 337. Page Length: 7. The Kayenta Unified School District (KUSD)(Arizona) transition program helps prepare Dine (Navajo) special education students for postsecondary opportunities within their own communities and outside the Navajo Reservation. The senior transition class entails a year-long course that focuses on the application process for tribal and federal vocational rehabilitation services; vocational training, including job placement; incorporation of Dine culture; and involvement of family and community. Case studies describe the experiences of three male students with mild or learning disabilities who went through the transition program in 1997-99. During 1997-99, KUSD's Monument Valley High School graduated a total of 32 students with varying disabilities, of which 12 sought postsecondary vocational training. It appears that students are more successful with vocational training if they have parental support and are more likely to apply for postsecondary training if they are better informed about training services. (SV) ED439877

Branson, J., & Miller, D. (1998). Nationalism and the Linguistic Rights of Deaf Communities: Linguistic Imperialism and the Recognition and Development of Sign Languages. Paper presented at the Journal of Sociolinguistics, 2, 1, 3-34 Feb. Examines the impact of nationalism on the linguistic rights of Deaf communities. Explores the subtle hegemony of nationalism in relation to linguistic minorities, and discusses the impact of nationalism on sign languages from two perspectives in two contrasting situations. (Author/VWL) EJ597331

Braun, C., Comp. (Nov 1990). Bibliography of Rural Education in Canada. A Document Produced for the Conference: Prairie Forum on Rural Education (Brandon, Manitoba, Canada, November 8-9, 1990)., 65pp. For a related document, see RC 018 122. This selective annotated bibliography of rural education in Canada contains 235 citations of books, government documents, journal articles, and ERIC documents available at the Brandon University library. The list is not exhaustive, but is intended to highlight activities, events, writings, and projects concerned with rural education in Canada. This document contains an index and a list of rural education journals. Topics with the most references in the index include adult education, community education, counselors and counseling services, distance education, educational aspirations, government support, music education, Native students, occupational aspirations, professional development, public libraries, remote and rural communities, rural development, rural libraries, rural schools, rural-urban differences, school boards, school-community relationship, small schools, teacher profiles, technology, and vocational education. (SV) ED332846

Brenner, M., & Penslar, D. J. (1998). In search of Jewish community: Jewish identities in Germany and Austria, 1918-1933. Bloomington: Indiana University press. Ds135.g33 i42 1998 305.892/4043

Brescia, W. ([1991). Funding and Resources for American Indian and Alaska Native Education., 26pp. In: Indian Nations At Risk Task Force Commissioned Papers. See RC 018 612. Contains the title of a section yet to be developed. The Federal Government has a responsibility to fulfill treaty promises for Native education. However, spending for Native education has fallen since 1975, while overall educational spending has increased. Reversal of this trend must include a shift in focus from quantitative goals to qualitative goals and support of culturally relevant education. The Bureau of Indian Affairs (BIA) and the Office of Indian Education (OIE) are the major sources of funding for Native education. However, the BIA funding formula fails to consider non-federal funding available to public schools, the effects of remote location and sparse population, and unique transportation requirements in rural areas. In addition, BIA funds are often not available until well into the school year. BIA programs for school operations cover Indian School Equalization Program formula and adjustments; institutionalized handicapped; school board expenses and training; student transportation; solo parent program; technical support; and drug and alcohol education. The BIA also administers the Johnson-O'Malley program of contracts with states; funding for higher education scholarships, postsecondary schools, and tribally controlled community colleges; and tribal operations of tribal colleges and adult education. Funding from the U.S. Department of Education covers the OIE and numerous educational programs open to all eligible students. Private foundations donate less than 1% of their monies to Native education. Native communities have a meager tax base for education funding. The equivalent of a Marshall Plan is needed to support Native self-determination in education, rebuild each Native community's infrastructure, and restructure the entire Native educational delivery system. This paper contains 33 references and lists over 100 treaties with educational provisions. (SV) ED343758

Brodwin, P. (2000). Biotechnology and culture: bodies, anxieties, ethics. Bloomington: Indiana University Press. Tp248.2.b55117 2000 303.48/3

Brody, G. H., Flor, D. L., & Gibson, N. M. (1999). Linking Maternal Efficacy Beliefs, Developmental Goals, Parenting Practices, and Child Competence in Rural Single-Parent African American Families. Paper presented at the Child Development, 70, 5, 1197-1208 Sep-Oct. Traced links among family financial resource adequacy, maternal beliefs and behavior, developmental goals, and child outcomes in rural, single-parent African American families of 6- to 9-year-olds. Found that financial adequacy was linked with childrearing efficacy. Efficacy beliefs were linked with parenting practices indirectly through developmental goals. Parenting practices were indirectly linked with children's competence through association with children's self-regulation. (Author/KB) EJ597759

Brøgger, J. (1971). Montevarese. A study of peasant society and culture in Southern Italy. Bergen,: Universitetsforlaget. Hn475.5.b74 301.44/43

Brook, L., Ed. (1993). Serving Communities., 146p. This book contains 15 articles about various aspects of community further education (FE) programs in Great Britain, including program rationales/benefits, administration, and delivery. The following articles are included: "Foreword" (Bradshaw); "Commitment to Community Is Good Business and Practical Politics" (Brook); "Can We Serve Communities in the Market-Place?" (Johnston); "The Community Profile as a Key to Growth and Equity" (Powell, Buffton); "More and Different: Funding Regimes and Community FE" (Tuckett, Powell); "Taking Education and Training into the Community: East Birmingham College" (Addey); "Serving Communities that Lose Their Livelihoods: The Miners of South Wales" (Trotman, Francis); "Mobilising Communities for Learning: The Sheffield Black Literacy Campaign" (Gurnah); "Community Access to Further Education through Open College Credits" (Webb, Redhead); "Supporting Visually Impaired Students in Vocational Education" (Connell); "When I Get Old..." (Soulsby); "The College in the Countryside" (Cathles, Fazaeli); "Efficient and Effectiveand Serving the Community" (Sawyer); "Ireland: Serving a Divided Community" (Shanahan); "Serving the Community: Community Colleges in the USA" (Evans); and "An Education and an Economy for Survival: Committed to Communities in Latin America" (conversation of Luna, Gardener, and Brook translated by Payne). (MN) ED378354

Brown, S. G. (2000). Words in the Wilderness: Critical Literacy in the Borderlands. SUNY Series, Interruptions: Border Testimony(ies) and Critical Discourse/s., Foreword by Gary A. Olson. Page Length: 240. This book relates a White teacher's experiences in an Athabascan village in Alaska in an attempt to theorize pedagogy in a real-world situation. The book presents itself as a hybrid of autobiography, Native American resistance struggle, postcolonial discourse, radical composition theory, case study, and ethnography. The teacher's narrative explains how he came to be a bush teacher; describes complex classroom dynamics, where some students resisted the dominant culture, some were alienated from Native culture, and others were marginalized from both; discusses his growing acquaintance with his students and their competence in the outdoors; describes how students were engaged by a Foxfire-style, outdoor, culture-based project; and examines his own journey of self-discovery and realization of the teacher's role as cultural imperialist. Several pedagogies are critiqued: traditional cognitivist pedagogy, basic writing practice, "contact zone" pedagogy, conflict-oriented pedagogy, and Foxfire teaching practices. The aim throughout is to illustrate the possibilities for a pedagogy in the "bicultural borderlands" that more truly serves the interests and needs of the marginalized borderland learner: a pedagogy whose goal is not acculturation but agency, that is not predicated on the transmission of knowledge but on the transference of authority, that does not foreground assimilation into the dominant culture but spiritual redemption through reconnection to an indigenous subculture. The narrative also investigates the manner in which ethnicity, deracination, and acculturation affect the acquisition of literacy, and the ways in which literacy has been used as a cultural weapon. (Contains 112 references and an index.) (SV) ED439863

Burds, J. (1998). Peasant dreams & market politics: labor migration and the Russian village, 1861-1905. Pittsburgh, Pa.: University of Pittsburgh Press. Hd1536.r9 b848 1998 305.5/633/094709034

Burds, J., & NetLibrary Inc. (1999). Peasant dreams & market politics labor migration and the Russian village, 1861-1905. Boulder, Colo.: NetLibrary Inc. Hd1536.r9 b848 1999 305.5/633/094709034 NetLibrary Inc.

Burns, S. (1989). Pastoral inventions: rural life in nineteenth-century American art and culture. Philadelphia: Temple University Press. Nx650.c69 b87 1989 973/.09/734 Nx650.c69 b87 1989 artarc

Bushweller, K. (1995). Ahead of the Curve. Paper presented at the Executive Educator, 17, 1, 25-27 Jan. Whereas a controversial new book claims that racial background is a strongly associated with intelligence and achievement in life, the Surrey County (Virginia) Schools are proving that success depends more on expectations. Under Superintendent C.P. Penn's direction, the largely black, rural county has become a state leader in the percentage of students pursuing postsecondary education. (MLH) EJ494717

Butterfield, K. L. (1908). Chapters in rural progress. Chicago,: The University of Chicago press. S441.b94 630 630 b98

Bandyopadhyay, M., & MacPherson, S. (1998). Women and health: tradition and culture in rural India. Aldershot, Hants, England ; Brookfield, Vt., USA: Ashgate. Ra771.7.i4 b26 1998 362.8309541409049

Barber, C., Bledsoe, T., Pequin, L., & Montgomery, D. (1999). Increasing Native American Involvement in Gifted Programs through Authentic Discovery and Rural Linkages., In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Page Length: 6. Project Leadership Excellence Achievement and Performance (LEAP) was designed to respond to the needs of gifted students enrolled in secondary schools in rural areas. This paper describes Project LEAP's implementation in four rural Oklahoma high schools with high American Indian enrollments and high percentages of low-income families and limited English proficient students. It demonstrates how the two major overarching outcomes of the project, authentic discovery and rural linkages, provide the framework and foundation for the project's success. Project goals are discussed along with specific indicators of success in the areas of collaboration, identification, curriculum development, and community/parent involvement. The project served over 120 high school students who were not currently identified or served by gifted programs; about 60 percent were Native American. Project LEAP provided students with individualized instruction and specially developed study units that responded to students' assessed strengths and interests and emphasized the language and culture of Native American participants. Project students demonstrated an overall increase in performance on the ACT/SAT scores. Project sites showed statistically significant increases in the number of students applying for college, and no student who applied was denied acceptance to college. Factors influencing the success of the project include authenticity in identification of participants (use of portfolio assessment), linkages between schools and community, superior qualifications of project personnel, and project administration by an interdistrict cooperative. Contains 11 references. (CDS) ED429749

Barfield, M. A., & Beaulieu, L. J. (July 1999). The Changing Nature of Work in the South: The Polarization of Tomorrow's Workforce. Rural Development Issues Impacting the South. This report examines the changing industrial structure of work in the southern United States, with particular emphasis on industry and occupational projections for this region and the educational requirements for tomorrow's jobs. Also examined are expected annual earnings, projected unemployment rates, and part-time employment trends associated with emerging jobs in the South. A switch from industrial production to service employment has been occurring. The largest numbers of new jobs are among those occupations requiring no postsecondary degree, but a significant portion of the fastest growing jobs are demanding postsecondary training or degrees. This polarization will exacerbate the gap between the educated and undereducated. A section on the state of education in the rural South shows that while the number of Southerners graduating from high school and attending college is growing, the region as a whole still lags behind the rest of the nation in terms of educational attainment and academic performance. It is critical that policy makers devote balanced attention to education/training and the expansion of better paying job opportunities in the rural South. Educational improvement efforts must include the non- college bound, African Americans, and Hispanics. Factors associated with community economic growth that rely on improvements in education include high public education expenditures, greater high school completion rates, higher concentrations of employment in service industries and higher adult literacy rates. (Contains 42 references.) (TD) ED433162

Barker, B. O., & Taylor, D. R. (Jul 1993). An Overview of Distance Learning and Telecommunications in Rural Schools., 17pp. Paper presented at the Annual Conference of the National Association of Counties (58th, Chicago, IL, July 16-20, 1993). Technological developments of the past decade have increased the potential of distance learning and telecommunications to help rural schools overcome disadvantages of remoteness, geographic isolation, lack of specialized staff, and limited program offerings. Classroom-focused distance learning is distance insensitive and involves transmission of a teacher's lessons from a host classroom to multiple receiving classrooms in distant locations. Network-focused distance learning, on the other hand, is both distance and time insensitive and involves use of electronic databases, electronic bulletin boards, or electronic mail. Classroom-focused distance technologies and applications include: (1) electronic field trips; (2) audiographics programs (one-way transmission of computer graphics plus two-way telephone communication); (3) interactive satellite television programs; and (4) two-way interactive television systems linking several schools. Network-focused services usually involve acquisition of information from large electronic databases or electronic bulletin boards, or communication among users via electronic mail. It is estimated that over 14,000 electronic databases are available to U.S. computer users, with over 5,000 available online. Databases and online services of particular interest to educators include ERIC (accessible via Internet), ERIC/CRESS Online, National Distance Learning Center Online, America Tomorrow Leadership Information Service, American Indian Science and Engineering Society Electronic Network, SpecialNet, CLASSMATE and Classroom Instruction Program (accessible through DIALOG), statewide networks, and government sponsored bulletin boards. The potential of Internet as a telecommunications resource for K-12 schools is discussed. (SV) ED365502

Barnhardt, C. (October 1999). Kuinerrarmiut Elitnaurviat: The School of the People of Quinhagak. Case Study., For final report and related case studies, see RC 022 206 and RC 022 208- 213. Appendices contain reprinted materials that may not reproduce adequately. As part of a larger study of systemic educational reform in rural Alaska, this case study examines recent efforts by the people of Quinhagak to integrate Yup'ik language, values, and beliefs into school practices and policies. Quinhagak is a Yup'ik Eskimo community of 550 people on the southwest coast of Alaska. Nearly all residents can communicate in both Yup'ik and English. The K-12 school enrolls about 140 students. A brief history of the community and its schools is drawn from the experiences of an elder and her descendants. As a participant in Alaska Onward to Excellence (AOTE), a district-driven reform process implemented around the state, the Quinhagak community leadership team developed an AOTE action plan that encompassed 10 statements of values and beliefs, a mission statement, and one student learning goal of communicating more effectively in Yup'ik. With that, the team decided upon two areas of study: (1) community involvement in schooling decisions and (2) the contribution of Yup'ik proficiency to overall student achievement. The case study gathered information on school organization; elementary and secondary facilities, personnel, and curriculum; special education and discipline programs; parent and community involvement; and assessment. Evidence of changes and trends is listed. Final comments summarize factors contributing to community choices for its school, factors enabling the school to implement new and self-determined educational priorities and challenges to narrowing the school-community gap and approving achievement. Appendices include school district statistics, school documents, and related publications. (Contains 14 references.) (SV) ED437252

Barnhardt, R. (1990). Two Cultures, One School: St. Mary's, Alaska. Paper presented at the Theme issue with title "Through Two Pairs of Eyes.". Describes the successful school serving preschool-twelfth grade in St. Mary's Alaskaa small remote Yupik community. Examines the bilingual curriculum, strong community support, and the school's philosophy and goals emphasizing integration of Yupik ways and values and the educational responsibility of the community. (SV) EJ420524

Barnhardt, R., & Dubbs, P. J. (1998). The Log School: A Case for Appropriate Design., 22p. For many remote northern communities, especially Native American communities, school design, construction, and heating would be more culturally and technologically appropriate if local materials and expertise were utilized. Following World War II, the period of the most rapid "de- localization" of northern communities, the allegedly uncomfortable log/frame schools were gradually replaced by larger, more modern, structures. The de-localized school's design is not congruent with local cultural configurations. Expensive, physically unsuitable, imported materials are used in construction done by imported laborers. The facility's electrical, heating (dependent on imported fuel), water, and sewer systems are costly to install and maintain. All of these factors lead to the school building being an alien object in the local indigenous community. Students are more likely to have a successful learning experience if the physical school environment reflects a culturally compatible social and physical environment in which the indigenous culture is recognized and built upon. The standardized approach to school design has not allowed for local user participation in planning and design. Log schools provide a physically, technologically, and economically appropriate alternative for northern communities in forested areas that wish to maintain local control. An example of the construction of a rural Alaska high school illustrates conflicts between outside architects and local citizens and the influence of building codes and health and fire safety standards. Examples are given of other alternative construction designs in northern areas that take advantage of local resources and labor. (Contains 15 references.) (SAS) ED425033 Available from: Web site: http://www.ankn.uaf.edu/LogSchool.html You may be able to order this document from the ERIC Document Reproduction Service.

Barron, H. S. (1997). Mixed harvest: the second great transformation in the rural North, 1870-1930. Chapel Hill, N.C.: University of North Carolina Press. Hn57.b334 1997 307.72/0973

Barron, H. S., & NetLibrary Inc. (1997). Mixed harvest the second great transformation in the rural North, 1870-1930 [xiv, 301 p.:]. Chapel Hill, N.C.: University of North Carolina Press. HN57.B334 1997b Hn57.b334 1997 307.72/0973 University of North Carolina Press

Basu, A. M. (1992). Culture, the status of women, and demographic behaviour. Oxford [England] New York: Clarendon Press ; Oxford University Press. Hb1050.d45 b38 1992 305.4/0954/56

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Bates, C. (Jun 1997). Alaska Native Education: Some Recommendations from This Corner., 22p. Based on a literature review and the 20 years experience of an Alaskan teacher and administrator, some recommendations are proposed to improve education in rural Alaska school districts with Alaska Native students, particularly Yup'ik Eskimos. Currently such school districts have an education system similar to that found throughout the United States and do not take into account the Native culture and heritage. Social and educational indicators show that rural Alaska schools are often not graduating individuals with adequate skills and attitudes. While there is no single definition of what constitutes success, a goal is suggested for rural schools: to graduate students who are confident and capable individuals, whether living in the traditional culture or the global society. To work toward this goal, recommendations are offered in the areas of oral language, intellectual strengths, instruction, and educator training. Eskimo children live in a world without print where the culture emphasizes learning through observation rather than verbal explanations. To provide a foundation for reading and writing, schools must emphasize oral language development for Native students in the early grades. Schools should build on the strengths that Eskimo children consistently demonstrate: superior perceptual skills and spatial ability. Instruction could be improved by matching student learning styles and by moving to an ungraded elementary program. Finally, teachers must receive special training to understand the situation and meet student needs in rural Alaska schools. Contains 24 references. (SV) ED409151

Baumeister, M., & Morris, R. K. (1992). Rural Delivery Model for Vocational Education. Paper presented at the Teaching Exceptional Children, 24, 4, 40-43 Sum 1992. The Black Hills Special Services Cooperative provides innovative and model practices for serving individuals with disabilities in a rural area of South Dakota. This article reviews the program's history and background, curriculum development, evaluation, and transitional and supported employment utilizing an entrepreneurial model of partnerships with private businesses. (DB) EJ445846

Baxter, J., Bryant, L. L., Scarbro, S., & Shetterly, S. M. (January 2001). Patterns of Rural Hispanic and Non-Hispanic White Health Care Use: The San Luis Valley Health and Aging Study. Research on Aging, 23(1), 37-60(24). This cross-sectional study examines utilization of health care resources, including nursing homes, among 1,433 rural Hispanic and non-Hispanic White participants in the San Luis Valley Health and Aging Study. Results show substantially greater non-Hispanic White residence in nursing homes, greater Hispanic use of professional home nursing services, but little ethnic difference in outpatient care or hospitalization. Analyses based on the behavior model of utilization find health care use strongly associated with need factors. In particular, outpatient care correlated with disease and instrumental daily living activity dependence, home nursing care with basic daily living activity dependence, and nursing home use with daily living activity dependence and cognitive impairment. Predisposing characteristics (age, marital status, education) and enabling supports and barriers (insurance, availability of no- or low-cost care, transportation difficulties) also influenced utilization. The differential ethnic pattern of nursing home use persisted after controlling for these important characteristics.

Bean, S. W., Chivers, L. A., O'Hara, J. P., Bowles, P., & Jeffrey, P. (September 1998). 1977-1997 Fall Enrollment by Race/Ethnicity. Data are provided about student enrollment by race/ethnicity in Utah since 1977, the first year that this enrollment information was available. The growth in enrollment in Utah's schools since 1977 has primarily resulted from internal growth, with a secondary increase because of migration. From 1977, enrollment increased at a strong 2.2% or more a year until 1987. Then, in a period of economic recession, growth dipped below 2.2% until 1990. The rate remained at 2.1% for 2 years, and has since declined to less than 1.0% per year. This decline is a demographic phenomenon as the baby boomers leave the child-bearing years. It is projected that statewide enrollment rates will increase after the year 2000. As reflected in the 1997 total enrollment percentages, most students by race/ethnic category also live in four metropolitan counties. Most of Utah's minority group students live in these counties, with the exception of American Indians, who are more likely to live in rural areas. There are only six states with less racial and ethnic diversity than Utah, where about 89% of the students are white. Other groups are experiencing strong growth in percentage terms, although there numbers are still small. Hispanics are experiencing a 7.5% growth rate, and there were over 31,000 Hispanic students enrolled in 1997. Tables contain information about the state's 40 school districts. (Contains 1 map, 6 charts, and 113 tables.) (SLD) ED434191

Bell, R., Quandt, S., & Arcury, T. (2000). Health Behaviors of Rural White, African American, and Native American Elders. American Journal of Health Behavior, 24(5), 349.

Bengtson, V. L., Schaie, K. W., & Burton, L. (1995). Adult intergenerational relations: effects of societal change. New York: Springer Pub. Co. Hq1061.a35 1995 305.26 norst

Bennett, N. G., Li, J., Song, Y., & Yang, K. (1999 Length: 13 Page(s); 1 Microfiche). Young Children in Poverty: A Statistical Update., For 1998 edition, see ED 417 840. This document continues a series of statistical reports from the National Center for Children in Poverty about young child poverty in the United States. The highlights of this update include the current profile of extremely poor, poor, and near poor population of young children; an examination of the changing association between higher education among parents and the economic well-being of young children; and an analysis of the impact of the Earned Income Tax Credit on young child poverty. Among the findings noted in the report are the following: (1) the poverty rate for young children and the number of poor young children have declined significantly since 1993, yet remain well above levels seen in earlier decades; (2) almost half of young poor children live in extreme poverty; (3) poverty continues to occur disproportionately among black and Hispanic young children; (4) racial differences in young child poverty rates have narrowed; (5) whites remain the largest racial or ethnic group of young children in poverty; (6) poverty rates are highest in urban areas, but 60 percent of the poor young children live in suburban or rural areas; (7) the young child poverty rate has risen fastest in suburban areas; (8) the risk of experiencing poverty is related to living in a single parent family, low parental educational attainment, and part-time or lack of parental employment; and (9) in 1997, the young child poverty estimate would have been 24 percent higher in the absence of the earned income tax credit. (KB ED430709

Benson, C., Ed. (1998). Becoming Teacher Researchers. Paper presented at the Bread Loaf Rural Teacher Network Magazine, Sum. This serial issue contains eight articles all on the theme of "Becoming Teacher Researchers." "Becoming a Network of Teacher Researchers" (Scott Christian) discusses how portfolios of classroom work provide documentation and encourage more systematic teacher research involving established research techniques. "Identifying Features of Language: Listening, Writing, Performing" (Ellen Temple) describes how fifth-graders developed language skills by studying oral genresexamining and classifying their everyday language use. In "Teaching Standard English to African American Students: Conceptualizing the Research Project" (Renee Moore), results from teacher research indicate that teacher attitude compensates for Black students' resistance to learning standard English. "The Golden Age of Teacher Research: An Interview With Marty Rutherford" (Chris Benson) pursues questions concerning the importance of the relationship between teacher, student, and community; the characteristics of good teacher researchers; wider acceptance of ethnographic and qualitative research; and the importance of online collaboration among teacher researchers who are spread out across the country. "Watching and Listening in and outside the Classroom" (Sheri Skelton) recounts how a teacher in an Inupiaq village in northwestern Alaska incorporated aspects of Native learning and teaching styles in the classroom. "Students Teaching: In Season at Peoples Academy" (Moira Donovan) documents a Vermont high school's use of high school seniors as teaching assistants and mentors in inclusive classrooms. "Have You Graded Our Essays Yet?" (Risa Udall) discusses teacher research on how ungraded writing allowed Arizona high school students to improve their writing skills. In "Something Invisible Became Visible" (Robert Baroz), a teacher-student research team studied the value of classroom language use in reinforcing learning. (TD) ED436318

Bhola, H. S. (19 Oct 1990). Adult Literacy and Adult Education in the Socialist Modernization of China: Policy, Performance, Lessons., 17pp. Paper presented at the International Literacy Year Colloquium: Literacy The Foundation for Development, organized by the Summer Institute of Linguistics and ERIC/Center for Applied Linguistics (Washington, DC, October 19, 1990). Accounts differ as to the state of adult literacy education in China. One scholar says that programs are contracting severely, whereas Chinese officials contend that programs are operating with more students and more efficiency. A true picture of literacy education in China depends on research and statistics that are being gathered. The overall tone of this emerging picture is optimistic. China today is conducting the world's largest and most promising experiment in using adult education for social change. However, some problems surface; for example, national aspirations for literacy promotion are now focusing only on the age group 15-40 and thereby making the illiteracy problem shrink to one-third its size. Lessons that can be learned from the Chinese experience include the following: (1) political commitment to social reform and adult education is necessary; (2) it is possible to bring development to rural areas concurrently with urban areas; (3) policy should be disseminated among the people by catchy slogans and phrases; (4) adult education should be institutionalized; (5) culture is likely to be neglected in societies in which economic deprivations are most acutely felt; and (6) special efforts are needed to bring literacy education to women and minorities. (KC) ED327650

Bhowmik, K. L. (1988). Current anthropoligical [sic] & archaeological perspectives. New Delhi, India: Inter-India Publications. Gn3 GN3.I34 1985 v.1 NORLIN GN3.I34 1985 v.2 NORLIN GN3.I34 1985 v.3 NORLIN GN3.I34 1985 v.4 NORLIN GN3.I34 1985 v.5 NORLIN GN3.I34 1985 v.6 NORLIN GN3.I34 1985 v.7 NORLIN GN3.I34 1985 v.8 NORLIN GN3.I34 1985 v.9 NORLIN GN3.I34 1985 v.10 NORLIN GN3.I34 1985 v.11

Bigart, R. (1997). Tribal College Land-Grant Future: Promise and Peril. Paper presented at the Tribal College, 8, 4, 36-37 Spr. Discusses land-grant legislation of the past century and how it has, and will continue to, affect tribal colleges and rural America. (YKH) EJ558601

Birdwell-Pheasant, D., & Lawrence-Zúñiga, D. (1999). House life: space, place and family in Europe. Oxford ; New York: Berg. Hq612

Birkenholz, R. H., & Others, A. (Dec 1993). Pilot Study of Agricultural Literacy. Final Report., 102p. A study assessed the knowledge and perceptions of U.S. citizens regarding agriculture, food, and natural resources. Data were collected from 2,005 respondents representing the following groups: purposely selected primarily white Indiana high school students and primarily black Michigan high school students, randomly selected rural Missouri adults attending one of several town meetings, and randomly selected urban Missouri adults contacted in various settings (including churches, libraries, and grocery stores). Adults were more knowledgeable about agriculture than were high school students. Respondents were most knowledgeable and positive about natural resources and least knowledgeable and positive about agricultural policy. No differences among ethnic groups' perceptions of agriculture or between rural and urban Missouri adults' knowledge of agricultural concepts were discovered. The study recommendations included the following: integrating agricultural instruction throughout elementary and secondary school curricula, developing agricultural literacy instructional efforts targeting inner city minority students, broadcasting television agricultural literacy programs for adults in urban areas, and establishing a National Center for Agricultural Literacy to coordinate agricultural literacy efforts at a national level. (Appended are knowledge statement responses by group, 12 data charts, and the survey instrument. Contains 12 references and 20 tables. (MN) ED369890

Bachman, R., & Straus, M. A. (1990). Alcohol, Stress, and Violence in American Indian Families., 25pp. Paper presented at the Annual Meeting of the American Society of Criminology (42nd, Baltimore, MD, November 7-10, 1990). This study examined the link between alcohol use and domestic violence in the American Indian population. A total of 204 American Indian families and 2,007 non- American Indian Whites were analyzed using the 1985 National Family Violence Resurvey. The rates of family violence were first calculated by ethnicity, and then compared to a sample of non-American Indian White families. The second part of the analysis looked at spousal violence in American Indian families. The incidence rates of couple violence were estimated to be at least 15.5 per 100 American Indian couples. Acts of spousal assaults were also found to be higher in the American Indian sample compared to the White comparison group. After controlling for economic deprivation, age and urbanicity, it was found that both high rates of alcohol consumption and high rates of perceived stress significantly increased the probability of couple violence in general and the probability of husband-to-wife assaults. The statistical relationship found between alcohol consumption and violence has been documented qualitatively in other studies. A shortage of treatment programs exists along with other problems inherent in many treatment facilities on reservations and in rural areas in general. Dealing with alcoholism alone, however, does not deal with what are more likely the underlying contributors of domestic violence. Nonetheless, spousal assault is a major problem among American Indian communities, which needs further attention. (LLL) ED334521

Bailey, L. H. (1900). The principles of fruit-growing ( 3rd ed.). New York, London,: The Macmillan Company. Sb355 634

Bair, B., & Cayleff, S. E. (1993). Wings of gauze: women of color and the experience of health and illness. Detroit: Wayne State University Press. Ra564.86.w55 1993 362.1/08/693

Baker, J., & Aina, T. A. (1995). The migration experience in Africa. Uppsala: Nordiska Afrikainstitutet. Hb2121.a3 m53 1995 304.80967

Baker, V. J. (Mar 1991). Australian Aboriginal Education at the Fulcrum of Forces of Change: Remote Queensland Communities., 13pp. Paper presented at the Annual Conference of the Comparative and International Education Society (Pittsburgh, PA, March 14-17, 1991). Schools in Australian Aboriginal communities are pulled between an educational model that stresses cultural pride and preservation and one that emphasizes uniformity of education to prepare Aboriginal students for a place in the dominant society. The tension between these objectives is seen in these case studies of schools in two remote Queensland Aboriginal communities. Lying 30 miles off the mainland, Palm Island served as an Aboriginal penal colony in the early 1900s. Community problems include high rates of violent crime, alcoholism, and family abuse; inadequate housing; and a 90% unemployment rate. Yarrabah is a remote coastal community with similar problems. Public schools in these two communities have modern facilities, and are making efforts to involve students in learning. However, teachers (virtually all white) are assigned to these schools and experience alienation and culture shock. Few stay more than the required 2 years. Community values are often at odds with academic competitiveness and success, and community and family problems have negative effects on student behavior and achievement. Common student problems are poor attendance, dropping out, low achievement, inappropriate classroom behavior, and hearing problems. St. Michael's, a private Catholic school on Palm Island, follows a different model from state schools and has a community school board, some black teachers, and black teacher aides that serve as community liaisons. The teachers are dedicated and work hard at bridging the gap between school and community. While some progress has been made in making school attractive to students, the forces militating against the success of the school are overwhelming. (SV) ED336224

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critical ethnographies of schooling and local practice. Boulder, Colo.: NetLibrary Inc. Lb45.c83 1999 370.1/92 NetLibrary Inc.

Champion, J. (1999). Effect of Abuse on Self-perception of Rural Mexican-American and Non-Hispanic White Adolescents. Archives of psychiatric nursing, 13(1), 12.

Chance, E. W., & Neuhauser, M. (1991). Preparing Women and Minorities as Rural School Administrators. Paper presented at the Rural Educator, 12, 2, 1-5 Win. A nontraditional Master's degree program in educational administration at South Dakota State University was designed to encourage participation by women and minorities. Twenty-four women completed the two-year program, which featured weekend classes, reduced tuition, and special courses focusing on instructional leadership, administrative vision, and networking strategies. (SV) EJ427609

Chenoweth, K. (1998). The College Board Decries Preparation Gap. Paper presented at the Black Issues in Higher Education, 15, 15, 24-25 Sep 17. The College Board released the profile of 1998 college freshmen who took the Scholastic Assessment Tests and Advanced Placement exams and reported that the number of well-prepared students of all ethnicities is increasing, as is the number of poorly prepared students. The most striking differences found were between suburban schools and schools in both urban and rural areas. (MSE) EJ573818

Chimerine, C. B., & Others, A. (Apr 1994). Alternatives for Federally-Sponsored Technical Assistance for School Improvement: Lessons from Chapter 1 Program Improvement., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 18-22, 1994). This report discusses the accomplishments and limitations of the Nine-Site Program Improvement initiative, a 3-year venture in which federal contractors provided technical assistance to schools. The contractors, Chapter 1 Technical Assistance Centers (TACs) and Rural Technical Assistance Centers (RTACs) received about $60,000 per year for their work with each site. Participating schools had programs funded by Chapter 1 that had been identified as needing improvement. Five sites were large urban districts in Baltimore, Maryland; Chicago, Illinois; Detroit, Michigan; Los Angeles, California; and Dade County, Florida. Three sites included relatively small, isolated rural schools in Pike County, Kentucky; southeastern Iowa; and the Mississippi Delta. Seven schools administered by the Bureau of Indian Affairs comprised the ninth site. The initiative offers lessons about ways of organizing and conducting technical assistance that goes directly to individual schools and that is sustained over a period of time. The assistance given by the TACs and RTACs was generally considered good. At five of the nine sites, efforts are being made to extend assistance another year. Overall, however, the impact of the technical assistance was limited by the lack of clear and well-articulated visions of how schools might be different. (Contains three references.) (SLD) ED383810

Clinton, B., & Others, A. (1 Nov 1990). Against the Odds: Parenting in Disadvantaged Communities., 49p. This report discusses the results of a qualitative evaluation of the Maternal Infant Health Outreach Worker (MIHOW) project which served over 500 low-income women from 1982 through 1990. The MIHOW project provides outreach services to low- income families in rural communities in Tennessee, Kentucky, Virginia, and West Virginia. Working in partnership with Vanderbilt University, locally based community organizations provide training and supervision to local women leaders, all of whom are uniquely qualified to support their peers and to implement high quality child development services. Forty-six participants responded to open- ended questions which were defined through focus groups. The report describes the poverty of the participants and their lack of education, health care, and employment. The extended family is often a source of support for mothers, but if the mother is unmarried, she is often rejected by her family. Although fathers are not active in the program, they show some interest in becoming involved. The MIHOW worker is able to develop and maintain a relationship with the client because of a shared history, sound information, confidentiality, and a warm personality. The MIHOW project has impacted participants in the following ways: (1) combatting isolation and loneliness; (2) developing a relationship with a caring person (the MIHOW worker); (3) fostering assertiveness; (3) improving self- esteem and goal setting; (4) making sounder health decisions for both mother and child; (5) improving children's skills; and (6) helping parents to gain insights into their children's behavior. Recommendations focus on relationships between workers and mothers, education and work needs, and additional group sharing meetings for participants. Numerous black and white photographs illustrate the text. Study questions are appended. (KS) ED330530

Cockrell, K. S. ([Apr 1992). Voices of Native America: A Native American Community's Perception of Home/School Communication., 10pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). This study examined the process of parent-school communication from the perspective of Native American parents in a consolidated, rural school district. The multi-model qualitative study used participant observation, open-ended interviews, and document collection to focus on the relatively wealthy, rural consolidated district, encompassing three communities. The results show that Native American parents perceived communication with school personnel to be almost nonexistent. School personnel most often made contacts with parents for disciplinary or health-related reasons. Many Native American parents therefore viewed the nature of school contacts as hostile and discriminatory. They believed the communication process flowed one way: from school administrators to parents. Differences in communication styles also hindered communication. The data produced five perceived types of communication barrier: (1) distrust of schools among Native Americans; (2) racial tension; (3) maintenance of tribal identity; (4) Native American dependency on government; and (5) Native community's isolation from the community at large. Beliefs, attitudes, and educators' actions are more influential on education and the communication process than school financing. An ethnocentric cultural view, as it is imposed upon educational institutions, prevents inclusion of culturally different people. Native Americans should be actively engaged in the identification of educational problems and the search for solutions. (TES) ED351163

Cohen, L. G., & Others, A. (Mar 1997). Early Literacy Activities: Experiences of Rural Families of Children with Disabilities., 10pp. In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. A study examined the early literacy experiences of rural disabled children, ages 3-8. Data originated from a subset of the National Household Education Survey of 1995 that included 1,316 families with disabled children and 8,009 families with nondisabled children. Participants were asked about their race/ethnicity, education level, native language, presence of children with disabilities in the household, child and family literacy activities, and children's grade level. Results indicate that of families with disabled children, 85 percent of those living in rural areas and 72 percent living outside urban areas were White, whereas, there was greater racial and ethnic diversity in urban areas; English was the native language for the vast majority of mothers in rural areas; the incidence of disabled children was higher among parents with less than a high school education; and Black children had a higher incidence of disabilities than did other racial and ethnic groups. With regard to early literacy, over half of the children, both with and without disabilities, were read to every day by a family member and three quarters of the children were read to on a regular basis each week (at least three or more times). However, rural families differed from urban families in several respects: a greater percentage of urban disabled children were not read to at all by a family member, but a greater percentage of rural disabled children did not read to a family member on a regular basis. During the primary grades, families who had disabled children were as involved with early literacy activities as families with nondisabled children. However, preschool children with disabilities engaged in early literacy activities with family members to a lesser extent than preschool children without disabilities. Includes demographic tables. (LP) ED406117

Colorado Agricultural College. Extension Service., Colorado Agricultural and Mechanical College. Agricultural Extension Service., Colorado State College (Fort Collins Colo.). Extension Service., & Colorado A & M College. Extension Service. (1957). Bulletin ( Vol. Ceased with 444-A). Fort Collins, Colo.: Colorado A & M College Agricultural Extension Service [and] Agricultural Experiment Station cooperating. UCSU20/6.3/no S41 630.76 Ucsu20/6.3/

Commission of the European Communities. Directorate-General for Audiovisual Information Communication and Culture. (1992). New vitality for the countryside. Luxembourg: Office for Official Publications of the European Communities. Hn380.5.z9 1000 E19 Eu74f 1992- 869

Commission of the European Communities.Directorate-General Information Communication Culture. (1989). The European Community and Rural Development. Brussels: The Commission. 1000 E20I Eu74d no.62 1990 govin

Conrad, J., Hollenbach, K., & Feigelson, H. (1998). Use of Prenatal Services by Hispanic Women in San Diego County: A Comparison of Urban and Rural Settings. Journal of nurse-midwifery, 43(2), 90.

Conrad, J. K., Hollenbach, K. A., Fullerton, J. T., & Feigelson, H. S. (March 1998). Use of Prenatal Services by Hispanic Women in San Diego County - the role of social class, acculturation and social isolation. Journal of Nurse-Midwifery, 43(2), 90-96(97). The purpose of this study was to investigate patterns of prenatal care use among urban and rural Hispanic women in San Diego County, California. A cohort study of Hispanic women delivering at one of five San Diego County hospitals between July 1991 and January 1992 was conducted (N = 587). Data were collected by in-person interview and medical record abstraction. Logistic regression was used to identify variables associated with late entry into prenatal care, while simultaneously adjusting for important confounding variables. Three factors were found to be significantly associated with late entry into prenatal care. Women who resided in urban areas were two times more likely to enter prenatal care late as compared to women who lived in rural areas (odds ratio = 2.11; 95% confidence intervals (CI) = 1.12, 4.0). Women who reported not having initially ''wanted'' the pregnancy were 2.2 times more likely to enter prenatal care late (95% CI = 1.05, 4.59). The risk of entering prenatal care late increased by 20% for each additional barrier to care that was reported (95% CI = 1.09, 1.34). Results indicate that timely entry into prenatal care may be improved among San Diego Hispanic women by targeting specific barriers to prenatal care identified in this study and by providing greater family planning assistance to this population to decrease unwanted pregnancies.

Conway, G. E., & ERIC Clearinghouse on Rural Education and Small Schools. (1994). Small scale and school culture

Conway, G. E., & ERIC Clearinghouse on Rural Education and Small Schools. (1994). Small scale and school culture: the experience of private schools. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-94-6

Coogle, C. L., Ed., & Finley, R. B., Ed. (30 Nov 1994). Assisting Black and Rural Caregivers of Elders with Dementia: Progressive Training through Trusted Resources. Final Report., 261pp. Cover title varies: "Families Who Care: Assisting African American and Rural Families Dealing with Dementia. Final Report." For related documents, see RC 020 823-824. A program was developed in Virginia to train Black and rural family caregivers of persons with dementia, particularly Alzheimer's disease. This final program report begins with project briefs that summarize major products and findings, program objectives and accomplishments, and dissemination activities. Chapter 1 addresses issues related to dementia and caregiving in Black and rural communities. Chapter 2 describes activities related to program objectives, including forming partnerships with organizations and community members who helped develop the training curriculum, developing the training package, implementing the "train the trainer" model, evaluating the project, and developing the replication plan. Chapter 3 summarizes results of program evaluation. The 69 community leaders who participated in training gained significant knowledge about implementing workshops for family caregivers and rated the training highly. The 208 family caregivers who attended workshops given by the 69 community leaders also gained significant knowledge and judged the workshops to be useful and relevant. The last chapter discusses additional program outcomes related to community collaboration, outreach strategies, capacity building, and evaluation. Appendices include suggested readings for trainers and caregivers; directories of community resources in Central and Southside Virginia; forms necessary for program implementation; results of nominal group process for regional needs and resource teams from central and southside Virginia; and evaluation reports for first-level training (trainers), second-level training (trainees), and comparison of full and abbreviated training programs. These reports contain all forms necessary for program evaluation including pretest and posttest questionnaires. (LP) ED398042

Coogle, C. L., Ed., & Finley, R. B., Ed. (1994). Families Who Care: Assisting African American and Rural Caregivers Dealing with Dementia. A Replication Plan., 142pp. For related documents, see RC 020 822-823. This Replication Plan describes an Administration on Aging funded Project, "Assisting Caregivers of Black and Rural Elders with Dementia: Progressive Training through Trusted Resources." The project directly developed the capacities of trusted community leaders (n=69) who served as trainers of African American and rural family caregivers (n=200) in Central and Southside Virginia. The project indirectly improved the capacities of caregivers through the conduct of workshops, and subsequently increased the ability of elders with dementia to remain, as appropriate, in their communities and avoid premature institutionalization. A proven model, this project has been used by the Administration on Aging at national and regional meetings to demonstrate its effectiveness as an educational delivery system. The primary products from this project were a substantive training manual ("Families Who Care: Assisting African American and Rural Family Caregivers Dealing with Dementia" (RC020823)); two directories of helpful resourcesone with national resources, and the other, Virginia resources; this Replication Plan; and a Final Report to the Administration on Aging (RC020822). The pilot project officially ended August 30, 1994, but its benefits will continue to be felt via the community leaders who have been empowered to help those in their communities through linkages with their local chapters of the Alzheimer's Association and other community based resources. (AA/Author) ED398044

Cox, O. C. (1976). Race relations: elements and social dynamics. Detroit: Wayne State University Press. E185.615.c693 1976 301.45/19/6073 E185.615 C693 1976 c.2 NORLIN E185.615 c693 1976

Crowe, T. R., Ed. (1990). Marilou Awiakta: Reweaving the Future. Paper presented at the Appalachian Journal, 18, 1, 40-54 Fall. Taped interview in which Appalachian Indian poet Marilou Awiakta examines her own life and work. Discusses effects of rural upbringing, Cherokee culture, modern science, and life abroad on writing. Examines themes of feminism and technology in life and work. Includes six poems. (TES) EJ418861

Culbertson, W. R., & Tanner, D. C. (1998). The Power of the Internet: Training Speech Pathology Assistants on Indian Reservations., 5pp. Paper presented at the California State University Northridge Conference on Technology and Persons with Disabilities (Los Angeles, CA, March 1998). This paper describes a pilot project to train rural native American paraprofessional personnel to deliver routine speech-language services to children under the overall supervision of a certified professional. The program had three components: on-site visits, desk-top conferencing, and distance training. The program was implemented at one reservation school in Arizona with a caseload of 38 students and one trainee. Faculty and graduate students initially visited on-site to evaluate students' communicative abilities, to develop and review treatment programs, and to confer with parents and staff. Desk-top conferencing allowed the paraprofessional trainee to communicate problems and concerns about students as needed. Program evaluation involved trainee responses to objective test questions via computer interface, trainee completion of a questionnaire regarding her impressions, and responses of other school faculty to a questionnaire regarding program quality. Some unexpected problems were encountered in project implementation including climatic problems (daily monsoon thunderstorms which threatened computer operations and led to suspension of the program) and demographic problems (lack of appropriate electrical connections and unfamiliarity with technology.) (DB) ED422704 Available from: http://www.dinf.org/csun 98/csun98 017.htm

Cypher, T. W. ([1993). Minority and Traditional Elementary Students: A Comparison Study., 14p. This ethnographic study relates the differences reported by student teachers as they experienced teaching in a culturally diverse elementary school that contained a large population of minority students and compared that placement with a rural school that had few or no minority students. The methodology involved preplacement interviews, journals, written comparisons, and postplacement interviews with 20 student teachers in South Central Pennsylvania. Tables I through IV contain the major findings of the study and relate: (1) the preplacement expectations of the student teachers; (2) the postplacement reactions; and (3) the differences between the school that contained the large minority population and the school that contained few or no minority students. Student teachers reported that there was a lack of praise of students in the minority school, and that black students tended to be ambivalent toward academic efforts and success, findings that point to a need for more praise, not less. The comparisons made by these student teachers indicate the necessity of helping teachers develop cultural awareness. (Contains 15 references.) (SLD) ED364620

Cahalane, B. H. (Mar 1996). The Disproportionate Representation of Minorities in Rural Special Education Programs and What Can Be Done about It., 7pp. Paper presented at the Annual Conference of the American Council on Rural Special Education (ACRES) (Baltimore, MD, March 1996). Overrepresentation of minorities in special education has been a problem for 25 years and was targeted by the Office of Civil Rights as an initiative in 1993. One rural southeastern state examined its special education process from referral to placement to determine if procedures significantly overidentified or underidentified a particular racial group. Ten percent of the students from each of 25 school districts' special education tracking lists were selected to create a pool of 750 potential subjects. From this group, the 341 students that were assessed and referred for special education services for learning problems became the sample for the study. Results indicated that African Americans were overrepresented in programs for mild mentally retarded students, underrepresented in programs for specific learning disabled students, and overrepresented in the initial referral stage. The disproportionate representations of African Americans are findings consistent with results elsewhere in the literature, and indicate that variables such as attitude or expectations toward various races might be explored in future research. Strategies to determine the real causes of overrepresentation of minorities in special education are recommended for state, district, and higher education levels. Contains 16 references. (TD) ED408119

Campobasso, M. (1995). The Youngest College. Paper presented at the Tribal College, 7, 1, 18-19,41 Sum. Describes the 1995 founding of the Salish Kootenai College branch campus in Wellpinit, Washington, located on the Spokane Indian Reservation, which is one of the country's newest tribal colleges. Highlights tribal expenditures on the college and issues of college operation. Indicates that tribal colleges take from four to six years to become stable institutions. (MAB) EJ513886

Capper, C. A. ([1990). Exploring the Influence of Community Socioeconomic Class, Location, and Culture on Effective School Linkages for Preschool Students with Disabilities., 41p. This study explored how community socioeconomic class, setting (rural, small- town, suburban, or urban), and culture influence effective school linkages for preschool children with disabilities. The study utilized a model of school success based on effective schools research. The study analyzed data previously reported for four school districts in a midwestern state and an additional site. School districts represented a suburban affluent setting and four economically disadvantaged settings (urban, small town, rural, and a Native American Indian reservation). The investigator observed all classes serving preschool children with disabilities that included in-depth observation of one 3-year-old child per classroom. Analysis indicated that effective school linkages differed among the five communities with some linkages similar and others distinctly different between low and high socioeconomic level communities and between urban/suburban and rural/small-town communities. Some differences followed a continuum from affluent to urban poverty, to small town, to rural, and to Native American communities. Findings were interpreted to suggest that the low socioeconomic level in some communities raised barriers to principal actions typically found in effective schools and that a rural or small town setting further impeded effective strategies. Minimal involvement of principals and low or ambiguous expectations for student achievement characterized poorer and rural schools. (Contains 33 references.) (DB) ED348781

Carlson, E. M., Bearinger, L. H., Skay, C. L., Resnick, M. D., & Blum, R. W. (February 1996). Demographics of sexual orientation among native American adolescents. Journal of Adolescent Health, 18(2), 137-137(131). OBJECTIVE: Although recent studies have explored patterns of sexual orientation among adolescents, studies have not included large numbers of Native American teens. This study examined patterns of sexual orientation among a national sample of reservation-based Native American adolescents (N=13,035) compared with a group (N=11,247) of rural Anglo students.DESIGN: Both samples participated in an anonymous school-based survey of health and risk behaviors. The two samples were similar in age and gender. Five items pertaining to sexual attraction, fantasy, behavior, and self-labeling were embedded in the 170-question survey which also included questions about sexual experience, history of pregnancy, and sexual abuse. Chi-square analyses were performed for responses both by sample and by gender within each sample.RESULTS: For attraction, self-labeling, and fantasies, findings showed much lower prevalence of heterosexual responses among Native American [N.A.] than Anglo [Ang.] youth (52.4%N.A.; 83.5% Ang.), higher bisexual and homosexual responses (1.1% & 0.5% N.A.; 0.8% & 0.3% Ang.), much higher unsure responses (28.7% N.A.; 12.3% Ang.), and much higher non-response rates (17.3% N.A.; 3.1% Ang.). These findings held true even when compared by gender; all findings were significant (p=<.001). Findings also showed slightly higher prevalence of same-gender sexual experience (1.4% N.A.; 0.9% Ang., p=<.001), a significantly lower prevalence of opposite-gender sexual experience (41.8% N.A.; 53.1% Ang., p=<.001) and similar prevalence of sexual experience with more than one gender (0.7% both groups).Within the Native American group, bisexual or homosexual teens were less likely to have opposite-gender sexual experience, more likely to have same-gender sexual experience, and more likely to report sexual experience with both males and females, than were heterosexual teens (all findings p=<.001). Gay and bisexual Native American teens with heterosexual experience were more likely than heterosexual Native Americans to report both an earlier age of sexual debut and a history of sexual abuse (both p=<.001). Lesbian and bisexual girls were less likely to report a history of pregnancy (p=<.001), but homosexual boys were more likely to report having gotten someone pregnant than their heterosexual or unsure counterparts (p=<.001).CONCLUSIONS: These findings suggest significant cultural differences in conceptualizing sexual and gender identities. Health care providers working with Native American youth should be aware of these concepts of sexuality and gender in their provisions of services and anticipatory guidance related to health behavior and sexuality.

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Dean, A. L., Ducey, S. J., & Malik, M. M. (1997). Teenage pregnancy: the interaction of psyche and culture. Hillsdale, NJ: Analytic Press. Hq759.4.d45 1997 306.874/3

DelanyBarmann, G., Prater, G., & Minner, S. (1997). Preparing Native American Special Education Teachers: Lessons From The Rural Special Education Project. Rural special education quarterly, 16(4), 10.

DelValle, L., Quintana, Y., & Weinstein, P. (1998). Early childhood caries and risk factors in rural Puerto Rican children. ASDC. Journal of dentistry for children, 65(2), 132.

Demko, G. J., & Jackson, M. C. (1995). Populations at risk in America: vulnerable groups at the end of the twentieth century. Boulder, Colo.: Westview Press. Hn90.m26 p67 1995 305.5/6/0973 norst

Deseran, F. A., & Keithly, D. (1994). Teenagers in the U.S. Labor Force: Local Labor Markets, Race, and Family. Paper presented at the Rural Sociology, 59, 4, 668-92 Win. Among youth aged 16-18 living at home in 1980, employment was proportionately higher among whites than blacks and among metropolitan compared to nonmetropolitan youth. Employment of white youth was linked more closely than that of black youth to family resources (income and occupational status) and local labor market characteristics. Discusses queuing theory and racist implications. Contains 49 references. (SV) EJ500057

Desimone, L. M. (1993). Racial Discourse in a Community: Language and the Social Construction of Race. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Examines the language of race in a rural, primarily African-American town in North Carolina, focusing on the Civil War, social interactions, school before desegregation, the closing of the town's elementary school, and school dropouts. The roles of repression and denial in socializing talk about racially charged issues are illustrated. (SLD) EJ480488

DeYoung, A. J. (1995). The life and death of a rural American high school: farewell, Little Kanawha. New York: Garland Pub. Ld7501.b74 d49 1994 373.754/66 norst

Dreier, W. H. (2 Apr 1993). Early Schools in Two Townships of Black Hawk County, Iowa, USA., 17pp. Diagrams may not reproduce clearly. This paper provides a history of early public schools in two Iowa townships. Townships are six by six mile areas of land that were established as the result of the Northwest Ordinance of 1787. The civil townships of Bennington and Cedar Falls were part of 17 townships located in Black Hawk County, Iowa. The Northwest Ordinance specified that the sale or income from a section in each township would be used by the state to build and support public schools. Additionally, an act of the Iowa Legislature in 1858 made each civil township a school district, ensuring that the tax unit for common schools was no smaller than a township. In Bennington and Cedar Falls Townships, nine subunits were created, each containing a school. Schools were usually started by a family or teacher and were private or subscription schools that required payment per child from the family to the village. In 1872, the Iowa General Assembly allowed a township to divide into nine rural independent districts, each having a three-member local board. After 1872, many townships voted to create independent districts that consisted of nine tax units instead of one. The number of school districts in Iowa increased rapidly in the next 4 years, until this authorization was withdrawn by the General Assembly in 1876. In the mid-1950s, due to low attendance and the passage of the School District Reorganization Law, most one-room schools became part of consolidated high school districts. Diagrams illustrate changes in school districts. (LP) ED360128

Duara, P. (1988). Culture, power, and the state: rural North China, 1900-1942. Stanford, Calif.: Stanford University Press. Hn740.z9 c633 1988 307.7/2/09514 Hn740.z9 c633 1988

Dubin, F., & Kuhlman, N. A. (1992). Cross-cultural literacy: global perspectives on reading and writing. Englewood Cliffs, N.J.: Regents/Prentice Hall. Lc149.c75 1992 302.2/244

Dula, A., & Goering, S. (1994). "It just ain't fair": the ethics of health care for African Americans. Westport, Conn.: Praeger. Ra448.5.n4 i8 1994 174/.2 scist

Duling, G. A. (1997). Oral Life Histories of One-Room Schoolhouse Teachers: Voices from the Recitation Bench., 310p. This book examines Gallia County (Ohio) one-room schools through the oral life histories of 14 retired female teachers. Interviews with the teachers focused on conditions and practices in one-room schoolhouses in the early to mid-20th century in rural southeastern Ohio, and on the common characteristics of one-room school teachers who became rural career teachers. The introduction describes the rationale for the geographical area chosen and the methodology used. Chapter 1 is an autobiographical narrative presenting the author's personal bias. Chapter 2 discusses oral history as a methodological tool and reviews the oral history literature on one-room school teachers from the late 19th and early 20th century. Chapter 3 presents background on the study site and draws on interview material to describe elementary school experiences; environmental conditions of the one- room school; the typical school day; discipline; commonalities of multiroom and one-room schools; the recitation as a teaching method; the Boxwell test; and the education of the teacher participants. Chapters 4 and 5 discuss teacher preparation, the multicultural history of the region, and the first year of teaching. Chapter 6 addresses personal and professional issues of female teachers, the communities and conditions in which they taught, opportunities for school administration, racial integration, and personal sacrifice for achievement. The conclusion reflects on the common philosophy, characteristics, and experiences of the one-room school teachers. Appendixes include the survey form, interview questions, and historical material from Rio Grande College. Contains references, an index, and photographs. (SAS) ED426825 Available from: Edwin Mellen Press, Box 450, Lewiston, NY 14092-0450; Tel: 716-754-2788; e- mail: mellen@ag.net; Web site: http://www.mellon.com ($99.95).

Durant, T. J., Jr. (1991). Rural Ethnic Minorities: An Endangered Species. Paper presented at the Rural Sociologist, 11, 1, 5-6 Win. Observes lower numbers of ethnic and cultural studies, despite growing need. Argues for appropriate, affirmative action to increase number of rural sociological studies. Sees "ray of hope" in 1990 meeting of Rural Sociological Society. Suggests more training, scholarships, monographs, research, and fellowships for researchers interested in rural sociology. (TES) EJ423590

Dyck, I. (1992). William Cobbett and rural popular culture. Cambridge [England] ; New York: Cambridge University Press. Da522.c5 d93 1992 941.07/3/092

D'Amico, R., & Maxwell, N. L. (1995). The Continuing Significance of Race in Minority Male Joblessness. Paper presented at the Social Forces, 73, 3, 969-91 Mar. Analysis of 1980 census data reveals the existence for black males of a pervasive disadvantage in employment that does not vary greatly by region or between central city and suburban or rural areas. In contrast, the employment of Hispanic males is often quite close to that of whites, after controlling for basic demographics. Includes statistical data and definitions. (SV) EJ503856

Davenport, T., Davenport Films., & University of North Carolina at Chapel Hill. Curriculum in Folklore. (1987). A Singing stream a Black family chronicle [1 videocassette (57 min.)]. Delaplane, VA: Davenport Films. Traces the history of the Landis family of Granville County, N.C. Includes interviews and stories, scenes of daily life, reunions, gospel concerts, and church services involving this musically gifted Black family from the rural South. Musical performances in the film span almost a century of Black religious song styles, from shape-note singing to contemporary gospel. 783.7092 videocass 92-30

Davis, S. M., & Others, A. (1995). Southwest Cardiovascular Curriculum Project: Study Findings for American Indian Elementary Students. "Cardiopulmonary Behavioral Research: Focus on Youth, Gender, Ethnicity.". Paper presented at the Theme issue. This article describes the Southwestern Cardiovascular Curriculum, a school- based, culturally relevant curriculum designed to prevent tobacco use and promote a good diet. Comparisons of American Indian students in participating and nonparticipating schools indicated that participants had significant increases in knowledge, better diets, increased exercise rates, and decreased smoking rates. (SM) EJ507616

De Leon, J., & Argus-Calvo, B. (Mar 1997). A Model Program for Identifying Culturally and Linguistically Diverse Rural Gifted and Talented Students., 8pp. In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. Identification of gifted students among cultural and linguistic minority groups and development of culturally relevant gifted programs have been problematic. In addition, although giftedness can manifest itself in many ways, few gifted programs have been established in nonacademic areas, especially in rural settings. This paper focuses on the identification procedures of a culturally relevant, visual arts, gifted and talented program in two rural New Mexico elementary schools with predominantly Hispanic or Native American (Pueblo) populations. Education in the arts not only is intrinsically valuable but also supports student persistence and achievement. Nevertheless, the limited resources of rural schools may lead to elimination of arts programs. Identification of exceptional abilities in the arts can be just as problematic as in academic areas if it relies on standardized tests. Although in the majority in the two program schools, Hispanic and Native American students were the minority in gifted and talented programs. A multidimensional approach to identification was developed that included the following: nomination by teacher, parent, or self; participation in an art show; teacher assessment on a checklist and a rating scale; assessment by a community artist; portfolio assessment; and student evaluation on two formal tests. Interviews with members of the identification committee indicate that the most effective selection method was the cross- referencing of the community artist's recommendations with those of teachers and students and results of the art show. (SV) ED406125

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Eklof, B. (1986). Russian peasant schools: officialdom, village culture, and popular pedagogy, 1861-1914. Berkeley: University of California Press. Lc5148.s65 Lc5148.s65 e38 1986

Elley, W., Cutting, B., Mangubhai, F., & Hugo, C. (1996). Lifting Literacy Levels with Story Books: Evidence from the South Pacific, Singapore, Sri Lanka, and South Africa., 22pp. Paper presented at the World Conference on Literacy (Philadelphia, PA, March 12-15, 1996). For other papers from this conference, see CE 075 168, 171, 173, 180, 183, and CS 013 000, 002. Over the past two decades, researchers and language specialists have addressed the problem of a lack of resources in developing nations for teaching English as a Second Language by using the Book Flood approach, which "floods" classroom with high-interest illustrated story books. Components of such programs include language experience, shared reading, story reading aloud, independent reading, paired reading, and guided silent reading and writing. The Book Flood strategy draws on many of the components of a child-centered approach to literacy teaching, developed over many years by New Zealand teachers. A Book Flood program was established in eight rural schools in Fiji in the early 1980s. Pupils experienced an "unusually rapid" rate of English language growth. Lack of funds prevented continuation of the project. In 1985, the Singapore Ministry of Education embarked on a similar Book Flood project called REAP (Reading and English Acquisition Program). Results were similarly positive, and became part of the regular primary education curriculum by 1990. The most recent large-scale Book Flood project that has been systematically evaluated is located in Sri Lanka. The pilot project has confirmed, in only 5 months, what the earlier studies took much longer to demonstrate: that an abundant supply of high-interest illustrated story books can have a strong impact on children's language growth, provided that teachers ensure that the children interact with books daily and productively. Over the past 16 years, READ Education Trust, an independent organization based in Johannesburg, South Africa, has been working to improve reading levels in Black schools throughout South Africa using methods similar to those described above. The program has been widely rated by teachers and is highly successful in making pupils more fluent readers and confident users of English. (Contains 11 references and 7 figures of data.) (RS) ED416441

Elliott, D. W. P. (1994). Indochina: social and cultural change. Claremont, Calif.: Keck Center for International and Strategic Studies Claremont McKenna College. Ds537.i46 1994 959.6 norst

Enger, J. M., & Others, A. (Apr 1993). Internal/External Locus of Control and Parental Verbal Interaction of At-Risk Adolescent Black Males., 8pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). In response to concerns about the academic and discipline problems of young black male students in a small southern town, the Positive Impact Program (PIP) was developed for at-risk black males. Two possible at-risk factors, locus of control and the quality of parental verbal interaction, were studied for participants in the PIP. Locus of control and communications with parents were compared to those of previously normed groups. Subjects were 42 black males in grades 6, 7, and 8 identified as at-risk by teachers. The sample was found to be more externally controlled than the normative sample of same-age students, but equivalent to that of previously studied at-risk groups. The Verbal Interaction Questionnaire (developed by P. C. Blake in 1991) scores were comparable to those for rural predominantly white male and female high school students. In general, students more internally controlled reported having more positive parental verbal communication, while those more externally controlled had more negative parental verbal communication. Eighteen of the 42 boys were in the PIP, but no significant differences were found for these students on either measure, and no locus of control scores were available from the period before PIP participation. Additional program evaluation will be conducted. One table contrasts students in the PIP and non-PIP groups. (SLD) ED360453

Enomoto, E. K., & Angus, D. L. (1995). African American School Attendance in the 19th Century: Education in a Rural Northern Community, 1850-1880. Paper presented at the Research supported by the University of Michigan Center for African-American and African Studies Ford Foundation Project. Characterizes the school attendance of African Americans in rural Cass County (Michigan) prior to and following the Civil War. Before the war a substantial difference between the races existed in school enrollment, but in the 1860s and 1870s, African American school enrollment rose, superseding that of whites by the 1880s. (SLD) EJ519218

Escamilla, K., & ERIC Clearinghouse on Rural Education and Small Schools. (1992). Integrating Mexican-American history and culture into the social studies classroom. [Charleston, W. Va.]: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.302:h 62/2

Eslinger, E. (1999). Citizens of Zion: the social origins of camp meeting revivalism ( 1st ed.). Knoxville: University of Tennessee Press. Bv3798.e75 1999 269/.24/09769

European Commission. Directorate General X for Information Communication Culture Audiovisual., European Commission. Directorate-General for Environment Nuclear Safety and Civil Protection., & European Information Association for Urban and Rural Local Development. (1998). Urban forum for sustainable development: European information for cities--an experimental network: the European Unions' information relays. Luxembourg: Office for Official Publications of the European Communities. Hc240.9.e5 1000 E20I Ur1f 1998

Ewen, A. (1994). Mexico: The Crisis of Identity. Paper presented at the Akwe:kon Journal, 11, 2, 28-40 Sum. Examines the place of Indian people in Mexican society and politics, from the conquest to the 1994 Zapatista uprising in Chiapas (fueled by the threat to rural indigenous communal lands posed by economic reforms). Although Indianness is celebrated as contributing to the idealized mestizo "race," self-identification as Indian threatens both this ideal and Indian-campesino political unity. (SV) EJ489977

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Fogwill, L. (1994). Literacy: A Critical Element in the Survival of Aboriginal Languages. Chapter 16., 21pp. In: Alpha 94: Literacy and Cultural Development Strategies in Rural Areas; see RC 020 235. Six Aboriginal languages have been designated as official languages of the Northwest Territories (Canada) along with English and French. However, more than legislation is needed to support efforts to reclaim Aboriginal languages and culture. Both missionary schools and federally administered public schools (1940s- 60s) disrupted the transmission of culture and language from one generation to the next. In the last decade, significant changes have occurred that return control of education to the community level and support development of curriculum and materials in Aboriginal languages. Although Inuktitut is considered a highly viable language across the Arctic, Dene languages are declining in use and need aggressive intervention to ensure their survival. Three types of interventions are particularly critical. First, a new school system must meet the cultural and linguistic needs of children. Such interventions have included Inuktitut immersion programs that incorporate learning experiences from an Inuit cultural perspective, and the Dene Kede curriculum developed under the guidance of elders. Second, adults, especially young adults, must have opportunities and reasons to recover their language and culture. Community-based language and literacy programs in Coral Harbour (Inuktitut), Hay River Reserve (Slavey), Lutsel K'e (Chipewyan Dene), and Rae-Edzo (Dogrib Dene) illustrate factors contributing to success or failure of such programs. Finally, flourishing languages must adapt to new circumstances and technologies. With this in mind, the territorial literacy office has initiated a series of workshops to develop writers and encourage development of a Northern Aboriginal-languages literature. (SV) ED386353

Fontenot, J. (1993). Evangeline Parish Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program, FY 1992., 45p. This final performance report provides project outcome information and data to the U.S. Department of Education for the federally-funded Library Literacy Program. The Evangeline Parish Library (Louisiana) conducted a project that involved recruitment, retention, public awareness, training, rural oriented, basic literacy, collection development, tutoring, and computer assisted programs. The project served a community of 25,000-50,000 people, and targeted the learning disabled, mentally disabled, English as a Second Language (ESL), farm workers and their families, low-income persons, minorities, and lumbermen and their families. One-on-one tutoring was done using the Laubach and Steck-Vaugh methods. The project provided a total of 1,212 hours of direct tutoring service to 40 adults. The report provides a comparison of actual accomplishments to the objective for fiscal year 1992- to locate, reach out to, and assist illiterate adults 16 years old and older (and not in school) who do not have a secondary education or its equivalent to acquire basic reading, writing, and speaking skills and other basic skills necessary to become functional adults while simultaneously improving their self-esteem and confidence. Proposed and actual expenditures are compared. Details of activities undertaken, the role the library played in the accomplishment of the goals and objectives, agencies and organizations that assisted in the project, the impact of the federal project on the ongoing program of the library, and recommendations and observations are included. Appendices include newspaper clippings, samples of posters and flyers, and sample student and tutor record forms. (SWC) ED415915

Fossett, M. A., & Kiecolt, K. J. (1990). Mate Availability, Family Formation, and Family Structure among Black Americans in Nonmetropolitan Louisiana 1970-1980. Paper presented at the Rural Sociology, 55, 3, 305-27 Fall. Assesses effects of community sex ratio (of men to women) on rural Black family formation and structure. Ratio directly linked to Black women's marriage prevalence, and inversely linked to women's nonmarital fertility. Concludes ratio a family-structure factor. Suggests social policy implications. Suggests urban ghetto studies be broadened. (TES) EJ418856

Foster, M. (1997). Black Teachers on Teaching., 188pp. Forward by Lisa D. Delpit. The importance to the black community of teaching as a profession can be seen in reference material and other literature about blacks, but this book is unique in presenting the voices of black teachers themselves. The stories of 20 black teachers, born between 1905 and 1973, are told in their own voices. These 20 life interviews collect the experiences of black teachers and document the constraints and supports in their professional lives, as well as how their experiences have changed over their careers and over the years. All interviews covered the social, economic, and cultural milieus of the teachers' families and communities, their schooling and teaching experiences, and other aspects of their personal and professional lives. Only five of the narrators are men, but this approximates the percentage of male black teachers listed in the 1990 census. Eleven of these teachers grew up in urban communities, and 13 of the 20 taught in cities. The perspectives of these educators show that many teachers considered their pupils apt and intelligent learners, that they were committed and related well to students, and that they did not always try to imbue their students with traits like tractability that so often characterized the teaching of white Northern school teachers. (SLD) ED413407

Frank, S. (1999). Crime, cultural conflict, and justice in rural Russia, 1856-1914. Berkeley, Calif.: University of California Press. Hv9960.r9 f7 1999 364.947/09034

Frank, S., & NetLibrary Inc. (1999). Crime, cultural conflict, and justice in rural Russia, 1856-1914 [xxii, 352 p.:]. Berkeley, Calif.: University of California Press. HV9960.R9 F7 1999eb 364.947/09034 University of California Press

French, L. A., & Rodriguez, R. F. (1998). Project BESTT: A Training Model for Rural, Multicultural, Bilingual Special Education., 8pp. In: Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, SC, March 25-28, 1998); see RC 021 434. Rural schools along the New Mexico-Mexico border face unusual challenges in meeting the special education needs of a culturally and linguistically diverse (CLD) population. This population includes Anglo Americans, Mexican Americans, Mexicans, and American Indians. Few school districts have an integrated or coordinated bilingual special education program, and many school personnel working with CLD exceptional children have only provisional endorsements in special or bilingual education. Project BESTT (Bilingual/ESL Special Education Teacher Training project) provides an innovative approach to this problem. Current project participants are 30 special education, regular education, and bilingual education personnel, primarily from minority backgrounds, who are working toward a Master's degree in bilingual special education at Western New Mexico State University. In view of the bilingual, tricultural flavor of the region, a major project goal is to promote cultural sensitivity among trainees. The project seeks to provide nearby school districts with a trained cadre of bilingual special education personnel, and in the long run, to refine and disseminate this preservice Master's degree program in bilingual special education. Steps in program development and strategies to ensure graduates the necessary competencies to work with CLD children are briefly outlined. Contains 23 references. (SV) ED417888

Fruzzetti, L., & Östör, Á. (1990). Culture and change along the Blue Nile: courts, markets, and strategies for development. Boulder: Westview Press. Gn397.7.s73 f78 1990 307.1/4/09624 Gn397.7.s73 f78 1990

Furze, B., De Lacy, T., & Birckhead, J. (1996). Culture, conservation, and biodiversity: the social dimension of linking local level development and conservation through protected areas. Chichester ; New York: John Wiley. Gf75.f87 1996 333.7/15

Fan, X., & Chen, M. J. (1998). Academic Achievement of Rural School Students: A Multi-Year Comparison with Their Peers in Suburban and Urban Schools., 41p. This study examined the issue of whether any differences exist in school achievement among rural, suburban, and urban school students in four major areas of school learning: reading, mathematics, science, and social studies. Data from the National Education Longitudinal Study of 1988 (NELS: 88), which followed a nationally representative sample of 24,500 students from the 8th to the 12th grade, were used. Performance comparisons among rural, suburban, and urban students were made for the nationally representative samples of 8th, 10th, and 12th graders in four areas of school learning: reading, math, science, and social studies. Performance comparisons were made after adjusting for the potential influence of socioeconomic status. Performance comparison analyses were conducted separately for the four major ethnic groups (Whites, Blacks, Hispanics, and Asian Americans and Pacific Islanders) and separately for public and private school students. In addition, performance comparisons of rural, suburban, and urban students were made separately for the four geographic regions of the United States: the Northeast, Midwest, South, and West. Classifications of rural, suburban, and urban schools, and of geographic regions, were based on the 1980 Census classification of the schools from which the students were sampled. The results showed that students from rural schools performed as well as, if not better than, their peers in metropolitan schools in math, science, reading, and social studies. Contains 70 references and 7 data tables. (TD) ED418829

Farnsworth, B., & Viola, L. (1992). Russian peasant women. New York: Oxford University Press. Hq1662.r875 1992 305.5/633/0947

Fayden, T. (1997). What is the Effect of Shared Reading on Rural Native American and Hispanic Kindergarten Children? Reading improvement, 34(1), 22.

Feistritzer, C. E., Hill, M. D., & Willett, G. G. (1998). Profile of Troops to Teachers., 46p. This report presents information on Troops to Teachers (TTT), a Washington state program designed to help former military personnel enter public education as teachers. Since the inception of the program in 1994, nearly 3,000 service members have made the transition. A 45-item survey was completed by 1,171 TTT participants in 1998 used to examine the TTT program. The survey looked at demographics, military experience, reasons for teaching, satisfaction with teaching, improving the educational system, student learning, professional development, professionalizing teaching, and planning for the future. Data were compared to data from non-TTT teachers studied through the National Center for Education Information. Results indicated that TTT has been successful in producing quality teachers in high demand areas (more men and minorities with experience beneficial to successful teaching in mathematics, science, and special education in inner cities and outlying rural areas). TTT favors higher standards for students and stricter graduation requirements. Half the TTT teachers entered teaching through alternative teacher preparation and certification programs. The main differences between TTT and non-TTT teachers were in their attitudes about how to make teaching more of a true profession. An appendix presents the survey methodology. (SM) ED423223 Available from: Troops to Teachers, Old Capitol Building, P.O. Box 47200, Olympia, WA 98504- 4720.

Fentress, H. W., Taylor, C. R., Register, J. L., & Thomas, S. E. (1997). Library Histories. Paper presented at the Georgia Librarian, 34, 3, 6-23 Fall. These 13 articles provide histories of Georgia libraries that include junior college libraries, rural libraries, county and regional systems, private and special libraries, black universities, public libraries, and academic libraries. (LRW) EJ552691

Fimmen, C., Witthuhn, B., Crump, J., Brunn, M., Delaney-Barmann, G., Riggins, D., Gutierrez, M., Schabilion, D., & Watters, B. (1998 Length: 30 Page(s); 1 Microfiche). A Spatial Study of the Mobility of Hispanics in Illinois and the Implications for Educational Institutions. Working Paper No. 43. This paper examines the growth and characteristics of the Hispanic population in Illinois and presents a case study of how a rural Illinois community and its schools are adapting to an influx of mostly Mexican immigrants. The first section discusses Mexican immigration to Illinois during the 1900s and provides racial/ethnic data on population growth in the Midwest and Illinois during the 1980s; educational attainment, 1980-95; income and poverty rates; and population change in metro and nonmetro Illinois, 1990-96. In "Anytown," a rapid influx of Hispanic workers for a new meatpacking plant has resulted in local conflicts over education, housing, and race. Hispanic students in the schools increased from less than 5 in 1993 to 350 in 1998. As school administrators became aware of the rising numbers, they responded by hiring translators, bilingual aides, and a bilingual coordinator; creating a prekindergarten class for Hispanic students; encouraging parent participation; and developing appropriate curricula and assessment methods. Teachers participated in workshops and conferences about cultural change and the classroom. As staff and administrators gained knowledge and understanding about the needs of language-minority students, they shifted toward a more student-centered philosophy and began developing bilingual and multicultural programs. Interviews with immigrants about experiences in the community, at work, and in school portray the racism encountered by culturally diverse newcomers, but also the efforts of teachers and community members to improve community relations and social integration. Contains 33 references. (SV) ED430740

Fink, D. (1992). Agrarian women: wives and mothers in rural Nebraska, 1880-1940. Chapel Hill: University of North Carolina Press. Hq1438.n2 f56 1992 305.4/09782/091734

Fink, D. (1998). Cutting into the meatpacking line: workers and change in the rural Midwest. Chapel Hill: University of North Carolina Press. Hd8039.p152 u535 1998 331.7/6649/00973

Fink, D., & NetLibrary Inc. (1998). Cutting into the meatpacking line workers and change in the rural Midwest [xv, 235 p.:]. Chapel Hill: University of North Carolina Press. HD8039.P152 U535 1998eb 331.7/6649/00973 University of North Carolina Press

Fisher, S. L., Ed. (1993). Fighting Back in Appalachia: Traditions of Resistance and Change., 375p. Sixteen essays document the extent and variety of community resistance and struggle in Appalachia since 1960, and the origins and factors contributing to success or failure of particular efforts. They also relate the study of Appalachian dissent to issues informing scholarly discussions of dissent nationally. Of particular educational relevance are chapters describing: the role of the Highlander Research and Education Center in eastern Tennessee in encouraging activist networks and the creation of a social movement in Appalachia; organizations providing job training and advocacy for women seeking to enter traditional male occupations; cultural education and the rebirth of regional culture as a force in regional identity and community organizing; and the emergence of Appalachian studies, and related political implications of postmodernist thought. Chapters are: "Stopping the Bulldozers: What Difference Did It Make?" (M. B. Bingman); "Like a Flower Slowly Blooming: Highlander and the Nurturing of an Appalachian Movement" (J. M. Glen); "Racism and Organizing in Appalachia" (D. Manning-Miller); "From Fussin' to Organizing: Individual and Collective Resistance at Yellow Creek" (S. Cable); "Save Our Cumberland Mountains: Growth and Change within a Grassroots Organization" (B. Allen); "Practical Lessons in Community Organizing in Appalachia: What We've Learned at Kentuckians for the Commonwealth" (J. Szakos); "The Community Farm Alliance in Kentucky: The Growth, Mistakes, and Lessons of the Farm Movement of the 1980s" (H. Hamilton & E. Ryan); "Appalachian Women Fight Back: Organizational Approaches to Nontraditional Job Advocacy" (C. Weiss); "The Memory of Miners and the Conscience of Capital: Coal Miners' Strikes as Free Spaces" (R. A. Couto); "Singing across Dark Spaces: The Union/Community Takeover of Pittston's Moss 3 Plant" (J. Sessions & F. Ansley); The People's Respirator: Coalition Building and the Black Lung Association" (B. M. Judkins); "Sowing on the Mountain: Nurturing Cultural Roots and Creativity for Community Change" (G. Carawan & C. Carawan); "Engendering the Struggle: Women's Labor and Traditions of Resistance in Rural Southern Appalachia" (M. K. Anglin); "Appalachian Studies, Resistance, and Postmodernism" (A. Banks, D. Billings, & K. Tice); "Politics, Expressive Form, and Historical Knowledge in a Blue Ridge Resistance Movement" (S. W. Foster); and "Conclusion: New Populist Theory and the Study of Dissent in Appalachia" (S. L. Fisher). The document includes bibliographies containing 286 items, a list of 26 pertinent organizations, and author profiles. (SV) ED367526

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Grim, V., & Effland, A. B. W. (1997). Sustaining a Rural Black Farming Community in the South: A Portrait of Brooks Farm, Mississippi. Paper presented at the Rural Development Perspectives, 12, 3, 47-55 Jun. Brooks Farm is an independent Black farming community unique in the Mississippi Delta. A community case study shows that, despite declining population and resources, Brooks Farm has drawn on the strength of its traditional institutions (family, churches, civic groups) to sustain community life and to continue to provide services to the elderly, young children, and teenagers. (SV) EJ561740

Gulliford, A. (1991). America's Country Schools. Second Edition., 300pp. For first edition, see ED 251 270. At the turn of the century, over 200,000 one-room schools existed in the United States. These simple, vernacular buildings represented the nation's commitment to education and were also the center of community life. The country school continues to be a powerful cultural symbol. This book consists of three parts. The first section describes country schools' educational and cultural legacy. Chapter 1 gives an overview placing country schools in the larger social and historical framework of American education. Chapter 2 describes the country school curriculum, discipline, and teaching methods. Chapter 3 presents anecdotes and memoirs describing teacher education, teaching conditions, and teachers' lives on the Western frontier in the late 19th and early 20th centuries. Chapter 4 features oral history material on the role country schools played as rural community centers. Chapter 5 discusses the assimilation of immigrants and minorities through rural schools. Chapter 6 looks at public, private, and parochial country schools in operation today. The second section examines the great variety of design in country school architecture. The third section discusses the preservation and restoration of country schools; describes new uses as museums, centers for living history programs, and community centers; presents preservation case studies; and lists one-room schools, state by state, that remain in public ownership. This book contains approximately 275 references, 400 photographs, numerous illustrations and line drawings, a list of 21 organizational sources of information, and an index of schools. (SV) ED355055

Gulliford, A. (1996). America's Country Schools. Third Edition., 296pp. For second edition, see ED 355 055. With a note from Barbara Bush. Photographs may not reproduce clearly. As late as 1913, half of U.S. schoolchildren were enrolled in the country's 212,000 one-room schoolsthe heart of American education. Although only about 428 of these schools remain in use as of 1994, the country school continues to be a powerful cultural symbol. The first section of this book examines country schools' educational and cultural legacy. Chapters (1) provide an overview placing country schools in the larger social and historical framework of American education; (2) describe the country school curriculum, discipline, and teaching methods; (3) present anecdotes and memoirs describing teacher education, teaching conditions, and teachers' lives on the Western frontier in the late 19th and early 20th centuries; (4) portray the role country schools played as rural community centers; (5) discuss the assimilation of immigrants and minorities in rural schools, focusing on Native Americans, Blacks, and Hispanics; and (6) look at public, private, and parochial country schools in operation today. The second section examines the great variety of design in country school architecture, including schoolhouse sites, architect designs, building forms, building materials and techniques, classroom furniture, and building standardization. The third section discusses the preservation and restoration of country schools; describes new uses as museums, centers for living history programs, and community centers; presents preservation case studies; and lists one-room schools, by state, that remain in public ownership. This book contains approximately 275 references, 400 photographs, numerous illustrations, and an index. (SV) ED405167

Gupta, A., & Ferguson, J. (1997). Culture, power, place: explorations in critical anthropology. Durham, N.C.: Duke University Press. Gn33.c87 1997 301/.01

Guyette, S. (1997). Maintaining Tradition and Culture Through Balanced Development Practices: Planning for Balanced Development: A Guide For Native American and Rural Communities. Small town, 28(3), 30.

Gabaccia, D. R. (1988). Militants and migrants: rural Sicilians become American workers. New Brunswick, N.J.: Rutgers University Press. Jv8139.s5 g33 1988 325.45/8 Jv8139.s5 g33 1988

Gale, V. (1995). Plains Speaking: Crow Students Go Online to Meet the World. Paper presented at the School Library Journal, 41, 1, 28-31 Jan. Describes a two-year Technology for Teaching Project linking high school students on Montana's Crow Indian Reservation with other students in the United States and abroad through AT&T Learning Network's Learning Circles. Topics include project organization, materials exchanged with other schools, issues covered in online student discussions, collaborative projects, and the impact on students. (KRN) EJ496601

Garg, P. K., & Parikh, I. J. (1995). Crossroads of culture: a study in the culture of transience. New Delhi ; Thousand Oaks: Sage. Hn683.5.g383 1995 306/.0954 norst

George, P. (1994). Empowering People & Building Competent Communities. Chapter 15., 19pp. In: Alpha 94: Literacy and Cultural Development Strategies in Rural Areas; see RC 020 235. For the Aboriginal peoples of Ontario, literacy is a process involving not only individuals, but also the whole community. Literacy leads to development and empowerment, which contribute to self-determination. Once the wards of the federal government, Aboriginal communities now are assuming more control over their own affairs. Education, including literacy, is key to such control. Aboriginal literacy practitioners seek to "place education into culture" by using the holistic approach and by considering the elements of self, community, family, and the universe (world view) during program development. The Ontario Native Literacy Coalition (ONLC) is comprised of 31 urban and reserve-based literacy projects. ONLC provides networking opportunities, training for Native literacy practitioners, culturally sensitive program materials, and advocacy on all levels. Literacy practitioners are from the home community and have knowledge of community members and culture, a sincere belief in the student, creative abilities, organizational skills, and deep commitment. Community coordinators recruit students, train tutors, develop or adapt materials to local situations, and raise funds. Because programs are community based and student centered, a variety of models have emerged, many of them involving cultural education and the whole language approach. Fourteen projects include literacy in an Aboriginal language. Practitioners meet for a week every 3 months, take courses, and visit successful programs. They identified the two most important courses in helping them enhance student self-esteem: the Healing Circle and Prior Learning Assessment (a portfolio development process). (SV) ED386352

Geronimus, A. T., Bound, J., & Waidmann, T. A. (June 1999). Poverty, time, and place: variation in excess mortality across selected US populations, 1980-1990. Journal of Epidemiology & Community Health, 53(6), 325-334(310). Study objectiveTo describe variation in levels and causes of excess mortality and temporal mortality change among young and middle aged adults in a regionally diverse set of poor local populations in the USA.DesignUsing standard demographic techniques, death certificate and census data were analysed to make sex specific population level estimates of 1980 and 1990 death rates for residents of selected areas of concentrated poverty. For comparison, data for whites and blacks nationwide were analysed.SettingAfrican American communities in Harlem, Central City Detroit, Chicagos south side, the Louisiana Delta, the Black Belt region of Alabama, and Eastern North Carolina. Non-Hispanic white communities in Cleveland, Detroit, Appalachian Kentucky, South Central Louisiana, Northeastern Alabama, and Western North Carolina.ParticipantsAll black residents or all white residents of each specific community and in the nation, 1979-1981 and 1989-1991.Main resultsSubstantial variability exists in levels, trends, and causes of excess mortality in poor populations across localities. African American residents of urban/northern communities suffer extremely high and growing rates of excess mortality. Rural residents exhibit an important mortality advantage that widens over the decade. Homicide deaths contribute little to the rise in excess mortality, nor do AIDS deaths contribute outside of specific localities. Deaths attributable to circulatory disease are the leading cause of excess mortality in most locations.ConclusionsImportant differences exist among persistently impoverished populations in the degree to which their poverty translates into excess mortality. Social epidemiological inquiry and health promotion initiatives should be attentive to local conditions. The severely disadvantageous mortality profiles experienced by urban African Americans relative to the rural poor and to national averages call for understanding.

Gilbert, W. S. ([Mar 1990). School, College and University Partnership., 8pp. Paper presented at the Rural Education Symposium of the American Council on Rural Special Education and the National Rural and Small Schools Consortium (Tucson, AZ, March 18-22, 1990). The majority of Native American students in Arizona and New Mexico experience inferior elementary and secondary educations. They attend small rural schools with limited resources in remote locations on or near reservations. Poverty and unemployment rates are high. Northern Arizona University, the Navajo and Hopi Tribes, Northern Arizona Education Association, and the U.S. Department of Education have joined in a partnership to address these issues. The partnership supports a program to increase computer literacy and career awareness and to decrease dropout rates among rural educationally disadvantaged students. The school year component of the project features: (1) training of up to five teachers per school from seven target schools in the areas of high school retention, parent involvement, student career and personal development, and teaching of critical thinking skills; (2) on-reservation sessions to train parents to help their children academically and to deal effectively with teachers and the school district; (3) counseling and mentoring related to career and college preparation; and (4) installation of computer assisted instructional laboratories on the Navajo and Hopi reservations. The program's summer component, Nizhoni Camp, is a 5-week session at Northern Arizona University. This program introduces high school sophomores and juniors to the rigors of university life while improving specific skills identified as conducive to success in college. Nizhoni Camp's courses and workshops are described. (SV) ED337333

Gildart, R. C. (1993). Gwich'in: We Are the People. Paper presented at the Native Peoples, 7, 1, 22-29 Fall. The subsistence living and rich culture of the Gwich'in Indians in Arctic Village, Alaska, depends upon the yearly return of the caribou to their wintering grounds. In this remote village, elders often conduct classes outdoors for the village children who learn to trap, fish, hunt, and dig ground root. (KS) EJ482185

Gillett-Karam, R. (1995). Women and Minorities in Rural Community Colleges: Programs for Change. Paper presented at the New Directions for Community Colleges, 23, 2, 43-53 Sum. Reviews problems facing rural women and minorities, the special educational needs of these populations, and strains on resources of rural community colleges. Provides a context for improving educational services, suggesting that rural colleges emphasize collaboration and coalition building with constituencies in their service areas. (20 citations) (MAB) EJ508780

Gilmartin, C. K. (1994). Engendering China: women, culture, and the state. Cambridge, Mass.: Harvard University Press. Hq1767.e52 1994 305.42/0951 norst norrl

Gilmore, D. D. (1987). Aggression and community: paradoxes of Andalusian culture. New Haven: Yale University Press. Hn590.a5 g55 1987 302.5/4 Hn590.a5 g55 1987

Gittelsohn, J., McCormick, L. K., Allen, P., Grieser, M., Crawford, M., & Davis, S. (1 November 1999). Inter-Ethnic Differences in Youth Tobacco Language and Cigarette Brand Preferences. Ethnicity and Health, 4(4), 285-303(219). Objective. To describe and understand variations in cigarette brand preferences between adolescents from varying ethnic and gender groups around the US. Design. A qualitative study where adolescents, both smokers and nonsmokers, were interviewed individually in depth. Setting. Schools and recreation centers in four sites: urban Maryland (Baltimore), urban Texas (Houston), rural Alabama and rural New Mexico. Participants. 121 adolescent volunteers 13-19 years of age, representing African American, white, American Indian and Hispanic ethnic groups, from both genders. Results. Considerable geographic and ethnic variation exists in terminology used by youth to refer to cigarettes and to their use. Clear patterns in brand preference by ethnic group were found that follow patterns of targeted marketing by ethnicity. White teens preferred Marlboro brand cigarettes, while African-American teens who smoke preferred Newports. Hispanic and American Indian teens were more likely to smoke Marlboro or Camel cigarettes. Hispanic teens were most likely to mention low price as a reason for choosing a particular brand or to state that the brand does not matter. Tobacco advertisements targeting ethnic groups and the use of promotional items to encourage teen smoking were also recognized as factors influencing brand preferences. Conclusions. These findings have implications for the design of intervention programs aimed at curbing teen smoking. When working with teens who already smoke, using youth language to target messages at perceived characteristics of commonly used brands may be more effective and meaningful than talking about cigarette use in general. Another implication of this work is to shed light on what impact an advertising ban would have on teen brand preferences, brand loyalty, and prevalence of smoking.

Gmelch, G., & Gmelch, S. (1997). The parish behind God's back: the changing culture of rural Barbados. Ann Arbor: University of Michigan Press. F2041.g54 1997 972.981

Goduka, I. N., & Others, A. (1992). A Comparative Study of Black South African Children from Three Different Contexts. Paper presented at the Child Development, 63, 3, 509-25 Jun. Compared family characteristics and developmental outcomes of African-American children from three rural contexts in South Africa: the homeland, the resettlement, and white-owned farms. Child outcomes were highly intercorrelated in all three contexts, but correlations among family variables, and between family and child variables, showed different patterns across areas. (BC) EJ447634

Granfelt, T. (1999). Managing the globalized environment: local strategies to secure livelihoods. London: Intermediate Technology Publications. Ge300.m36 1999 Ge300

Grant, D. F., Battle, D. A., Murphy, S. C., & Heggoy, S. J. (1999). Black Female Secondary Honor Graduates: Influences on Achievement Motivation. Paper presented at the Journal of Secondary Gifted Education, 10, 3, 103-19 Spr. This study investigated influences on achievement motivation with nine rural, black, female high-school honor graduates. Participants reported and exhibited adaptive-achievement-motivation patterns that were mastery- oriented. Being black was a significant factor that was manifested though the goal of disproving incompetence and peer support that sustained their efforts. (Author/CR) EJ585733

Gray, L. H. (1993). The Best for Our Children: The Sherburne-Earlville Story., 26p. Sherburne-Earlville Central School District, a rural conservative White community in upstate New York, in its search for a new superintendent, found an educational leader quite different from its traditional social profilea Black woman from New York City. The school board had the vision to establish a process that focused on what was important. Once priorities were clearly understood, other issues were not discussed. The board knew what it wanted and was open to all eligible candidates, not just those presented by agencies. This booklet describes how the board led the community in welcoming the new superintendent with a social and professional transition that did not disturb positive feelings in and about the school system. The board planned for the new superintendent to be able to shape her staff before her contract actually began, and the outgoing superintendent invited her participation in district business. The board and the superintendent kept district business open, invited community participation, and responded to community concerns. Broad staff participation in the search process insured support for the new leader. The school board hired Dr. Mary Cannie because she was well qualified, sincere, and energetic. She chose the district because it was sound, supportive, and poised for new ideas. The Sherburne- Earlville Central School District is better now because a healthy school community was eager to grow, the Board of Education operated from a base of clear priorities without regard for irrelevant issues, and Dr. Cannie was willing to make an extraordinary contribution to her new environment. Includes the district's mission statements from 1989-91, and a vision statement from 1992. (TD) ED401065

Greed, C. (1999). Social town planning. London ; New York: Routledge. Ht169.g7 s64 1999 307.1/216/0941

Greenberg, E. J., & Teixeira, R. A. (1995). Nonmetro Student Achievement on Par with Metro. "Rural Education and Training." Entire issue available from EDRS, see RC 020 673. Paper presented at the Theme issue. Analysis of National Assessment of Educational Progress achievement scores, 1975- 92, indicates that nonmetropolitan 17-year-old students scored only slightly lower than metropolitan students in reading and mathematics, and at the same level in science. Comparatively faster improvement during the period was seen in Southern nonmetro scores and scores of minorities and the lowest scoring students. (Author/SV) EJ528304

Greig, R. D. (Apr 1990). The Landslide Passage of a Seven Million Dollar School Bond Referendum in Rural Virginia., 9pp. Paper presented at the Annual Southern Rural Education Conference (5th, Atlanta, GA, April 18-20, 1990). This article describes a campaign for the passage of a 1989 bond referendum for the construction of two elementary schools in rural Lunenburg County, Virginia. The article, written from the perspective of a neophyte school superintendent, offers a demographic description of the county, describes various voter groups, and provides a chronology of events surrounding eventual passage of the referendum. Groups perceived as supporting the referendum included the black community, the middle class, parents, and the local school board. Groups originally assumed to oppose the bond issue included large landowners, who would be shouldering a disproportionate share of the tax increase, and retirees originally from other more urban areas who may have lacked allegiance to the local schools or the county itself. A school board-directed campaign of speeches, letters, and community-based organizing was used to support the bond issue referendum, which passed in every precinct. The paper concludes with recommendations for similar campaigns that emphasize the importance of grass- roots organizing, establishing the "moral high ground," focusing on the district's true needs, and starting the voter-education process early. (TES) ED324155

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Hipps, D. (1999). Teaching Culture Conscious Diversity Strategies for Rural Schools. Paper presented at the Rural Educator, 20, 3, 25-31 Spr. Provides an overview of cultural issues in rural schools serving American- Indian students. Discusses an Eastern-Cherokee school as a typical example, culture and democratic values in education, Indian cultural influences on education, learning styles, dropout concerns, history of Indian education policy, and cultural sensitivity of teachers. Recommends curriculum and educational strategies for rural Indian communities. Contains 39 references. (CDS) EJ586575

Hochstadt, S. (1999). Mobility and modernity: migration in Germany, 1820-1989. Ann Arbor: University of Michigan Press. Hb2055.h63 1999 307.2/0943/09034

Hoffschwelle, M. S. (1998). Rebuilding the Rural Southern Community: Reformers, Schools, and Homes in Tennessee, 1900-1930., 245pp. Research supported by the Spencer Foundation and the Rockefeller Archive Center. This book uses the rural reform movement in Tennessee from 1900 to 1930 as a window through which to view the Progressive campaign to reshape rural life in the South. Tennessee provides an especially valuable perspective on the nature and significance of Progressive reforms in the rural South because of the diversity of its geography and rural socioeconomic patterns, and because of the key regional reform institutions in the state. Because reformers regarded education as the key remedy for southern ills, including economic and racial difficulties, the book focuses on efforts to rebuild, sanitize, and prettify rural Tennessee schools, both for black and white students. School architecture and planning are discussed, as well as the movement to consolidate one-room schools. Home economics programs were designed as a bridge between home and school life, thus extending education reforms into the domestic realm. Extension educators promoted home improvement campaigns and expanded the consumer ethic among rural women. Cha pters are: (1) "The Progressive Impulse and Southern Rural Education"; (2) "Consolidation and New School Buildings: Reforms for White Rural Schools"; (3) "'Building an Ideal': Model Schools for African Americans"; (4) "Building a Bridge between School and Home Life: Home Economics for Rural Schools"; (5) "Better Homes on Better Farms: Home Demonstration and Domestic Reform"; (6) "Domestic Consumption and Competition: A New Ethic for Rural Homes"; and (7) "Legacies of Rural Reform." Contains references in extensive notes, a selected bibliography, photographs, and an index. (SV) ED425028 Available from: University of Tennessee Press, Chicago Distribution Center, 11030 S. Langley, Chicago, IL 60628; phone: 800-621-2736 ($32.00).

Holloway, P. J., Myles-Nixon, C., & Johnson, W. M. (1998). Identification, Differentiation and Intervention of the Demographically Diverse Four Year Old: Strategies for Rural Special Education., 6pp. In: Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, SC, March 25-28, 1998); see RC 021 434. Growing migration of diverse groups from urban to rural areas increases the chance that culturally and situationally based behaviors of relocated urban children will be misinterpreted. Culturally determined behaviors may be rejected or labeled as inappropriate in an Anglo-Saxon culture and environment, leading to mislabeling of minority group children as being emotionally disturbed or having behavior problems. A study examined the behaviors of 24 African American children in a metropolitan public school program for 4-year-olds. African American children were selected due to the high probability of mislabeling and present overrepresentation in classrooms for the emotionally disturbed. A screening device was developed to differentiate between behaviors related to acceptable cultural differences and those requiring intervention. The screening measure included observational criteria for eight areas: display of emotion, relationship skills, play skills, response to authority, creative skills, responsibility, problem-solving skills, and "freedom of life." Two groups of 4-year-olds were observed daily during play time for 4 weeks. Behaviors likely to be deemed unacceptable were identified and defined as to their characteristic cultural and demographic origins. In addition, six children exhibiting age-inappropriate behaviors were selected for directive group play therapy that was sensitive to culturally determined behaviors. After 10 30-minute sessions, the children showed significant gains in age-appropriate behavior, active participation in structured activities, self-concept, and overall social skills. (SV) ED417917

Holt, J. (November 2000). Exploration of the concept of hope in the Dominican Republic. Journal of Advanced Nursing, 32(5), 1116-1125(1110). Exploration of the concept of hope in the Dominican RepublicAn ethnonursing study explored What is the meaning of hope (esperanza/esperar) to the Dominican people? What is the importance of the concept of hope to the people of the Dominican Republic? What are the universals and diversities in the meaning of hope for this cultural group and United States' (US) mainstream culture? Hope has been considered universal and recent research has demonstrated the effect of levels of hope or hopelessness on health. Nurse researchers have explored the meaning of hope to patients in the US and have developed instruments to measure levels of hope. However, little research has explored whether hope has different attributes in various cultural groups. From data gathered in a rural Dominican village, a definition of hope and its attributes were developed: `Hope is an essential but dynamic life force that grows out of faith in God, is supported by relationships, resources and work, and results in the energy necessary to work for a desired future. Hope gives meaning and happiness'. This definition and its attributes were compared with definitions developed from research among mainstream US populations to propose universals and diversities of hope.

Hoppe, R. (1993). Poverty in Rural America: Trends and Demographic Characteristics. Chapter 1., 20pp. In: Persistent Poverty in Rural America; see RC 020 623. Foreword by Emery N. Castle. This chapter examines recent trends in rural poverty and discusses some characteristics of the rural poor compared to the urban poor. Sources of poverty data for 1967-90 include the income supplement of the Census Bureau's annual Current Population Survey and personal income data compiled by the Bureau of Economic Analysis. "Rural" and "urban" are defined as nonmetropolitan and metropolitan areas, respectively. The nonmetro poverty rate decreased from 20.2 percent in 1967 to 13.5 percent in 1978, increased to 18.3 percent in 1983, then declined to 15.7 percent by 1989. Although nonmetro poverty rates were higher than total metro poverty rates throughout the period, the central city poverty rate has surpassed the nonmetro rate since the late 1970s. All poverty rates increased sharply from 1979 to 1983 because prices increased more rapidly than income, economic downturns decreased earnings, and tightened eligibility requirements increased poverty by removing people from the welfare rolls or by reducing their benefits. When metro poverty rages began to decline in 1983, the nonmetro rate lagged behind, reflecting relatively slow economic growth in nonmetro areas and revisions in metro-nonmetro designations. Official poverty statistics have been criticized because they do not consider benefits received in kind and do not reflect supposedly lower living costs in nonmetro areas. Data tables and text detail characteristics of the nonmetro poor, comparing them to the total metro poor and those in suburbs and inner cities. Poverty rates are discussed for married-couple families, female-headed families, children, Whites, Blacks, Hispanics, the elderly, disabled persons, and geographic regions. Policy implications are drawn for labor market strategies and transfer programs that aid poor children. (SV) ED395750

Horejsi, C., & Pablo, J. (1993). Traditional Native American Cultures and Contemporary U.S. Society: A Comparison. Paper presented at the Human Services in the Rural Environment, 16, 3, 24-27 Win. Compares values and behavioral patterns common to many traditional Native American societies (particularly of the high plains) with those of the dominant American culture. Contrasts attitudes toward religion and spirituality, family, children, older persons, learning, definition of self, social interaction, competition, material possessions, personal space, individual freedom, control, and time. Intended for non-Indian human-service professionals. (RAH) EJ495354

Howard, J. (1999). Men like that: a southern queer history. Chicago: University of Chicago Press. Hq76.3.u52 m74 1999 305.38/9664

Howley, C. B. (20 Jan 1990). Critical Issues in Rural Education, Writ Large: Aims, Curriculum and Instruction, and School Finance., 41pp. Paper presented at the Annual Western Leadership Conference of the National Education Association (Omaha, NE, January 20, 1990). This paper examines issues in rural education related to aims, curriculum, and finance. It questions the notion that educational restructuring is necessary for the purpose of improving economic competitiveness. Wigginton, a rural educator, proposes that the aims of education should be: (1) to provide a firm grounding in the basic skills; (2) to develop an understanding of how the world works; (3) to cultivate an appreciation for the arts; and (4) to foster a determination to make a contribution. Another rural educator, Keizer, feels schools should do more than mirror and foreshadow the real world. Rural education should help students to construct meaning out of and in their lives. In terms of curriculum and instruction, rural schools tend to be small-scale, enabling them to be more responsive to students. Research shows a small but consistent advantage of small schools over large schools in terms of achievement when the effect of socioeconomic status is controlled. Although the use of technology is often advocated for rural school improvement, technology as a tool to achieve efficiency may not be so attractive; it may do more to refine the "one best system" model than to help responsive teaching. American school finance typically focuses on efficiency rather than effectiveness. There is a need for better funded schools. Rather than trying ineffectively to provide social services in schools, the aim should be to guarantee that every child will learn in school. (KS) ED344719

Huang, G. G. (1999). Sociodemographic Changes: Promise and Problems for Rural Education. Drawing information from federal statistical sources, this digest summarizes recent changes in rural demographic and economic conditions relevant to rural school systems. Since the early 1990s, the U.S. economy has been strong, and rural areas have been growing at the same rate or faster than the nation's economic pace. Benefiting from the steady growth of employment, income, and local revenue, some rural schools may be able to improve their financial conditions, although the stability of such improvement is uncertain. Since 1990, real income has increased for rural workers at all educational levels, but gains were greater for women and minorities than for men and Whites. However, rural public school teachers showed slight decreases in real income. Despite rural income gains, the poverty rate, the rate of those just above the poverty line, and the number of working poor have remained consistently higher in rural than urban areas in the 1990s. Rural schools must develop effective strategies to alleviate the difficulties facing poor children. Also relevant to rural schools is the growth in rural population in the 1990s. In addition to overall population growth, rural areas have seen increases in the younger population, minority groups, and immigrants. Recent immigrants present particular challenges to rural schools as they tend to have greater numbers of children and lower educational attainment and may require instruction in English as a second language. (Contains 12 references.) (SV) ED425048 Available from: ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348; phone: 800-624-9120 (free). You may be able to order this document from the ERIC Document Reproduction Service.

Hagstrom, D. A., Ed. (May 1990). Viewpoints: Reflections on the Principalship in Alaska., 138p. In this collection, 32 Alaskan principals, retired principals, assistant principals, and principals-to-be share their experiences as administrators and reflect on their feelings about the nature of the work and about schooling issues in Alaska. Nine of the writings were selected from "Totem Tales," the newsletter of Alaska's Association of Secondary School Principals. These brief pieces discuss entry level difficulties; building good relationships with students, teachers, and the community; cross-cultural issues in Native Alaska villages; experiences in very small, rural schools; handling financial problems; the principal as jack-of-all-trades; high risk students; school improvement programs; innovations in reading and writing instruction and vocational education; substance abuse problems; student discipline; and experiences with very cold weather, exploding volcanos, and wild animals. Black and white drawings by student artists illustrate the collection. (SV) ED325287

Hall, L. D., & Powell, K. G.-T. (1999). What Diverse, Rural Communities Need and Want from Their Teachers. Paper presented at the Rural Educator, 21, 1, 27-31 Fall. Two community meetings in a rural multicultural New Mexico school district examined community expectations of teachers. Awareness and sensitivity to cultural differences were identified as the most important qualities. Other qualities are presented in three sections: knowledge, skills, and attitudes. Commonly held values and beliefs of Native American and Hispanic communities are identified. (TD) EJ597828

Hamman, R., Mulgrew, C., & Morgenstern, N. (1999). Methods and Prevalence of ADL Limitations in Hispanic and Non-Hispanic White Subjects in Rural Colorado: The San Luis Valley Health and Aging Study. Annals of epidemiology, 9(4), 225.

Hamman, R. F., Mulgrew, C. L., Baxter, J., Shetterly, S. M., Swenson, C., & Morgenstern, N. E. (May 1999). Methods and Prevalence of ADL Limitations in Hispanic and Non-Hispanic White Subjects in Rural Colorado - A comprehensive review. Annals of Epidemiology, 9(4), 225-235(211). PURPOSE: The Hispanic population in the United States is the fastest growing minority group, yet there is little understanding of the disability patterns that occur as this population ages. We conducted a cross-sectional study to define the prevalence of limitations of activities of daily living (ADL) and measures of observed function.METHODS: We censussed two rural counties in southern Colorado and selected a stratified sample of both Hispanic and non-Hispanic white (NHW) residents; 81.6% completed the protocol.RESULTS: Among the 1250 subjects aged 65 years and older, Hispanic elderly living in the community had greater ADL disability than NHW subjects, both for any difficulty (p = 0.006), and for needing assistance (p = 0.002). Hispanic persons were less likely to reside in nursing homes (3.4%) compared with NHW persons (9.3%). Hispanic elderly had excess prevalence of dependent ADL tasks (needs assistance or unable to do), (age, gender-adjusted odds ratio = 1.39, 95% CI = 1.01-1.92) in community dwelling and nursing home residents combined. There was no Hispanic excess of less severe difficulty compared with NHW persons, and there was a similar prevalence of limitation on observed functional tasks (timed walk, stooping, rising from a chair) in both groups.CONCLUSIONS: There was a modest Hispanic excess of reported dependent ADL limitation, and no excess of observed functional difficulties. Hispanics enter older age with much less income and education, yet they do not have a marked excess prevalence of limitations in activities of daily living when compared with NHW persons living in the same area.

Hammer, P. C. (1997). Rural Education and Rural Community Viability., 176pp. Master's thesis, Marshall University. This thesis examines the ways in which rural schools support or undermine rural community viability in the United States. Beginning in the late 19th century, the diverse people of the United States came under the power of a single ideology of modernization and the superiority of urban culture. This ideology has resulted in the American transition from a rural people who labored on the land to an industrialized people compelled to wander from place to place in search of work in the industrial artifice. Such lack of connection to place has had negative impacts on the environment and on the viability of rural communities. As part of the story, schools have produced and reproduced human, cultural, and social capital; supported the ideology of "progress"; and promoted the departure of rural youth to urban opportunities. The history and present circumstances of three rural groupsthe Old Order Amish, the Menominee Nation, and rural Appalachians in West Virginiaillustrate how events of the national rural-to- urban transition played out locally and how schools continue to impact community viability in terms of cultural, social, human, ecological (or natural), and financial capital. Meaningful reform of rural schools requires greater understanding of the local context in which they are situated and increased attention to learning to live well in a rural place. Contains 88 references. (Author/SV) ED411108

Hansen, E. C. (1977). Rural Catalonia under the Franco regime: the fate of regional culture since the Spanish Civil War. Cambridge ; New York: Cambridge University Press. Hn590.c37 h36 1977 309.1/46/7082 Hn590.c37 h36 1977

Hanson, J., Lapidus, J., & Murphy, S. (2000). Childhood Asthma in Low-Income Hispanic and Non-Hispanic White Families in a Rural State: The Impact-on-Family Scale. Childrens Health Care, 29(1), 65.

Harding, T. (1993). One-Room Schoolhouses of Arkansas as Seen through a Pinhole., 126pp. Text and Photographs by Thomas Harding; Afterword by Cyrus Sutherland. This book compiles black and white photographs of 49 one-room (and occasionally two-room) schoolhouses in Arkansas. The book aims to share the vision of these special buildings that were so important in shaping the educational system, communities, and lives. An introduction describes the pinhole cameras that were used and how the different effects achieved in the photographs were a direct result of the the design and characteristics of the pinhole camera. There is one photograph of each school, with its name and a short description on the facing page. Descriptions include architectural features, present condition and use, and available history. The afterword comments on the special characteristics of one- room schools and their unique place in American history, and includes testimony from a former student of a one-room school and from a teacher who started her teaching career of over 30 years in a one-room school. Appendix lists the schools; their approximate locations; the type of camera, film, and filter used; and exposure times. (TD) ED402141

Harlan, L., & Courtright, P. B. (1995). From the margins of Hindu marriage: essays on gender, religion, and culture. New York: Oxford University Press. Hq670.f76 1995 306.81/0954 norst

Harvey, M. (1998). The Rural Impacts of Welfare Reform: Annotated Bibliography of Literature Concerning the Personal Responsibility and Work Opportunity Reconciliation Act of 1996., 60p. This annotated bibliography, arranged alphabetically by personal author, contains 235 citations of works examining welfare reform and its implications for rural areas. Items include journal articles, books, reports, and discussion papers from universities, private institutes, government agencies, and private presses. Topics include labor and employment, ethnic and gender factors, human capital needs, recidivism, cross-state studies, recommendations for research, social indicators, policy, the waiver process, community empowerment, private versus public relief, single mothers, food stamps, child welfare, work programs, issues in implementation, poverty, rural economics, partnerships, family dynamics, rural minorities, immigrants, health policies, disabilities, privatization of social services, Medicaid, job training programs, block grants, and child care. Each entry includes author, title, journal citation (if applicable), and source organization. Source organization addresses and ordering information are not given. (SAS) ED423093

Hatcher, R., & Others, A. (1996). Racial Equality and the Local Management of Schools. Warwick Papers on Education Policy No. 8., 81p. How the trend toward school-based management since the 1988 Education Reform Act has affected racial educational equality in England and Wales was studied through an examination of the policies and practices of a British Local Education Authority (LEA), identified as Woodshire. A review of the policies, practices, and events in the Woodshire district was supplemented by in-depth study of four Woodshire secondary schools. The Woodshire LEA is a nonmetropolitan county in England that experienced a severe cut in its educational budget during the study period. There is a relatively low number of ethnic minorities in Woodshire, but the largest of the ethnic minority groups is Pakistani. Interviews with members of the governing bodies of the four targeted schools, document reviews, and observations in the district have provided detailed empirical evidence that racial equality has not benefited from the move to local management of schools. In fact, racial equality has been disadvantaged because of a number of factors. The principal factor at work has been the noninterventionist stance of the LEA, which has attempted to maintain noncontroversial political positions. After discussions of the LEA, chapters focus on: (1) race and school policy; (2) school government and race; (3) English as a second language; (4) cultural issues; (5) student racist behavior; and (6) relations with ethnic minority parents. (Contains 2 tables and 24 references.) (SLD) ED404398

Hautecoeur, J.-P., Ed. (1990). Alpha 90. Current Research in Literacy., 439p. This publication contains 21 reports that explore and document literacy. Following an introduction (Jean-Paul Hautecoeur), the first part deals with literacy in North America. Reports are "Functional Illiteracy and the 'New Literacy'" (Jean-Pierre Velis); "Literacy Policy in Quebec: An Historical Overview" (Jean-Paul Hautecoeur); "Literacy and the Assimilation of Minorities: The Case of Francophones in Canada" (Serge Wagner); "Adult Illiteracy in the United States: Rhetoric, Recipes, and Reality" (Mike Fox, Catherine Baker); "Generous Supply, Flagging Demand: The Current Paradox of Literacy" (Jean-Paul Hautecoeur); and "Those Indians Are Trouble" (Noella McKenzie). The papers in the second part deal with Europe: "Toward a European Space for Adult Literacy and Basic "Education" (Pierre Freynet); "Linking Research and PracticeTen Examples of Adult Literacy Research in Britain" (David Barton, Sally Murphy); "Understanding Everyday Literacy" (David Barton); "Is There an Illiterate Culture?" (Dominique Brunetiere et al.); "Women and Illiteracy" (Fie van Dijk); "The Adult Literacy Movement in Ireland" (Noel Dalton et al.); "Research Behind a Language Textbook for Adults in Basic Education" (Franca van Alebeek, Tineke Krol); "Illiterates and Literacy Training: The Federal Republic of Germany Has Its Share" (Helga Rubsamen, Gertrud Kamper); "Basic Skills Involved in Learning to Read and Write, or Two Literacy Teachers Take Research into Their Own Hands" (Gertrud Kamper, Helga Rubsamen); "Social Interactions and the Teaching of Reading and Writing in Underprivileged Areas" (Jacques Fijalkow); "The Role of Homework Schools in the Prevention of Illiteracy" (Veronique Marissal); "A Methodological Model for a Literacy Program Involving Adults and Preschool Children" (Anna Lorenzetto); "Methodology for Sociocultural Animation in Spain's Underprivileged Rural Areas" (Thomas Gonzalez, Florentino Fernandez); "Computers and Literacy: The LABO (Laboratoire d'apprentissage de base par ordinateur, or Computerized Basic Skills Lab) Project" (Jean-Louis Berterreix); and "Multimedia Open Instruction for Low-Level Target Groups" (Bernard Obled). (YLB) ED333164

Hayden, W., Jr. (23 Mar 1990). Southern Appalachia and Southern Racism: Employment Practice. A Case in Point., 16pp. Paper presented at the Annual Appalachian Studies Conference (13th, Helen, GA, March 23-25, 1990). This paper examines racism and discrimination against rural blacks, especially as these factors relate to poverty caused by unemployment and underemployment. While overt racism in the rural South and Appalachia was sharply reduced during the 1970s, statistical evidence indicates that related differences, such as the black- white "income gap," were not greatly affected. Historical, cultural, and non- market factors can be conceptualized as racism and discrimination and seen as contributing to unemployment. Differences in income comes not by chance but from racism in the South and, more specifically, in Appalachia. Institutional discrimination by complete or partial restriction from job opportunities systematically keeps blacks in a low status and affirms continuing discriminatory images held by the larger Appalachian community. Different forms of institutional racism are described, notably the perception and separation of "black jobs" from higher-paying "white jobs." Census figures from 1983 indicated that hourly wages were lowest in the three regions of the South; in these regions of the country blacks were most heavily concentrated in low-income divisions. Although their educational backgrounds are similar to those of whites, black youth are excluded from some service-industry jobs. A study of hourly wages reported by a regional hotel and conference center shows that 70% of the black employees held the lowest- paid positions. The paper concludes by recommending more complete research, better training programs and employment standards among employers, and outreach programs that better define employer commitments to hiring and retaining blacks. (TES) ED327349

Heggins, M. J. A., & Willis, C. C. (1993). A Study of Minority Early Childhood Leadership in Rural South Carolina. A Final Report., 30pp. Paper submitted to the Center for the Study of the Black Experience Affecting Higher Education of Clemson University (Clemson, SC, 1993). A study assessed the professional and educational status of the day care and Head Start personnel employed in South Carolina Health and Human Service Finance Commission early childhood programs. A total of 1,200 leadership surveys were mailed to employees of state day care and Head Start programs; 277 completed surveys were returned. The survey found that 74.7 percent of the respondents were black, and that 3.6 percent were male. A total of 59.6 percent had not completed post-high school certification or college degree programs, while 63.5 percent had not completed a Child Development Association training program. A majority of respondents ranked financial considerations as the most important barrier to continuing education, and 63.3 percent were interested in some type of formal training in early childhood education. The findings suggest that state and local educational institutions need to provide logistical and financial incentives and support for the educational advancement of black early childhood leaders in day care and Head Start programs in South Carolina. (MDM) ED367500

Hicks, G. L., & Motofumi, A. (1990). The broken mirror: China after Tiananmen. Chicago, Ill.: St. James Press. Ds779.32 951.059 Ds779.32.b76 1990

Higgins, L. A., & Silver, B. R. (1991). Rape and representation. New York: Columbia University Press. Pn56.r24 r37 1991 809/.93355 PN56.R24 R37 1991 c.2

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Higbee, P. S. (20 Mar 1991). How Rural Schools Can Build Alliances for At-Risk Youth., 9pp. In: Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. This article examines community-school alliances in three rural South Dakota schools that aim to help at-risk students. Takini School is located on the Cheyenne River Reservation and serves the Lakota Sioux Indians. The area has high unemployment rates, high dropout rates, and high alcohol and drug abuse rates. The school's alcohol and drug counselor invites the community to programs on "prevention and intervention" of drug and alcohol abuse. The school has consulted tribal elders for ideas to address the problems. Gene Thin Elk says that the alcoholic culture will disappear only when replaced by traditional Lakota values. A second school is located in Estelline, a farm and retirement town with 37 private businesses and nice neighborhoods. Despite the town's appeal, the economy is depressed and there is an alcohol problem. The school counselor has started an awareness group for students grades 7-12 who are children of alcoholics. She also chairs the Drug and Alcohol Prevention Team, which is a coalition of school and community professionals. In addition, Estelline's program of academic restructuring emphasizes community input. Belle Fourche, a western style town involved mainly in ranching and mining, is part of an alliance of 12 school districts that provide residential and day programs for at-risk students. The cooperative brings a mobile lab to Belle Fourche to assess students at risk for future unemployment due to undiagnosed problems. A prescriptive plan is then developed for the student and a transitional care residence is provided for recovering from substance abuse. (KS) ED342526

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Jones, P. (1994). Quichua-Castilian Bilingualism in the Ecuadorian Sierra. Paper presented at the Early Child Development and Care, 102, 115-38 Sep. Explores issues of bilingualism in the Ecuadorian Sierra, including its precedents and development. Views its impact on Indian education, especially as manifested in rural primary schools. Indicates that emphasis on modernization and education of Sierra Indians is the result of policies of recent Ecuadorian governments. Discusses problems faced by rural literacy programs. (BAC) EJ493613

Justice, J. (1986). Policies, plans, & people: culture and health development in Nepal. Berkeley: University of California Press. Ra771.7.n35 Ra771.7.n35 j87 1986 scienc

Jandt, F. E., & Pedersen, P. (1996). Constructive conflict management: Asia-Pacific cases. Thousand Oaks: Sage Publications. Hm136.c69 1996 303.6/9/095

Jeffries, R. B. (1993). To Go or Not to Go: Rural African American Students' Perspectives about Their Education. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Interviews with four African-American recent high school students in a predominantly black rural North Carolina town focus on the individual's perceptions of society with regard to definitions and decisions about education. It is evident that school is regarded differently by those who graduate and those who drop out. (SLD) EJ480490

Jellison, K. (1993). Entitled to power: farm women and technology, 1913-1963. Chapel Hill: University of North Carolina Press. Hd6073.f32 u65 1993 338.4/83/0973

Jellison, K., & NetLibrary Inc. (1999). Entitled to power farm women and technology, 1913-1963. Boulder, Colo.: NetLibrary Inc. Hd6073.f32 u65 1999 338.4/83/0973 NetLibrary Inc.

Jenkins, D. I., & Jenkins, Q. A. L. (1998). Visions along the Trail: Community Action and Visitor Employed Photography in Two Native American Communities., 13pp. Paper presented at the Annual Meeting of the Rural Sociological Society (Portland, OR, August 6-9, 1998). Rural community development is undergoing changing visions, activities, and methodologies. Factors impacting this change include decentralization, budget reduction in the public sector, and globalization and downsizing in the private sector. Community "building" (community-generated change and emphasis on capacities rather than deficiencies) must replace the concept of community "development." In this paper, visitor-employed photography (VEP) is explored as an appropriate new tool in community building. Nineteen research participants from the Winnebago and Omaha tribes were given cameras and asked to take photographs of self-selected positive and negative aspects of their environment and share and explain their perceptions. Analysis of VEP data showed community strengths, directions for change, and resident priorities and vision. Omaha participants were concerned about their lack of inclusion on the local school board and consequent lack of control over curriculum and other matters. Positive VEP images showed individual teachers who encouraged study of Indian culture despite the antagonistic school board, while negative images showed fences that prevented viewing of school sports events by Indians who could not afford admission. Winnebago participants focused on their community's need for adequate affordable housing. VEP interviews singled out community leaders and provided the means for directing efforts toward community building and action. (SAS) ED425878 You may be able to order this document from the ERIC Document Reproduction Service.

Jenkins, R., & Angrosino, M. V. (1998). Questions of competence: culture, classification and intellectual disability. Cambridge ; New York: Cambridge University Press. Hv3004.q47 1998 362.3

Jensen, K., & Blevins, A. (1995). Paper presented at the Journal of the Community Development Society, 26, 1 p71-92. EJ506047

Jensen, M. A., Goffin, S. G., & NetLibrary Inc. (1999). Visions of entitlement the care and education of America's children. Boulder, Colo.: NetLibrary Inc. Hv741.v57 1999 362.7/0973 NetLibrary Inc.

Jimerson, L. (1998 Length: 18 Page(s); 1 Microfiche). The Students "Left Behind": School Choice and Social Stratification in Non-Urban Districts., Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Prior school-choice studies have focused on parents and students who opt to choose, neglecting nonchoosers, or those remaining behind. A study of 37 Minnesota school districts (20 gaining student population and 17 losing student population due to choice options in fiscal year 1995) explores the relationship between school-choice implementation and social stratification in high-impact nonurban/rural districts. Longitudinal data were gathered for 1982-87 (prechoice years), and a time-series analysis was conducted for free/reduced lunch, minorities, and special-education variables. Analysis of lunch programs showed no significant difference between high-loss and low-loss districts. Economic stratification does not necessarily increase due to school choice implementation. However, there is a significant stratification effect along the racial/ethnic dimension. One possible explanation for this is that minorities are not opting for alternative placements to the same degree as nonminority students. For disabilities, results are ambiguous. High-gain districts maintain an almost linear (upward) trend, while high-loss districts show severe, sudden changes. Meeting special-education students' needs within school choice parameters needs more careful scrutiny. The market model may not conform with the reality of school choice policy as implemented in Minnesota. Infusion of a competitive philosophy may be flawed by processes resulting in intended or unintended undesirable consequences. (Contains 23 references.) (MLH) ED427384

Johansen, S. A. (1948). Rural social organization in a Spanish-American culture area. Albuquerque,: Univ. of New Mexico Press. Hn79.n36 d65 323.354

Johnson, C. S. (1967). Growing up in the Black Belt; Negro youth in the rural South. New York,: Schocken Books. E185.86.j6 1967 301.451/96/075

Johnson, M. N. (12 Aug 1994). School Leaders and the Renewal of Rural Community: Dare the Schools Save an Old Social Order?, 22pp. Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (Indian Wells, CA, August 1994). Rural school and community renewal efforts may depend upon a reconceptualization of our democratic institutions and practices. During at least the last 130 years, we have come to judge our democratic institutions on the basis of whether they deliver the goods rather than develop our people. In the name of progress, efficiency, higher standards of living, and equal opportunity, our leaders have been willing to do nearly anything, and we have been willing to overlook nearly anything, so long as the goods have been delivered. Modern commercial practices exploit people and places in the pursuit of maximized profits. Having plundered the countryside and moved virtually the entire citizenry into the urban economy, multinational corporations are now beyond the control of any government and are moving toward the exploitation of the whole world. An alternative view of a good society is based on a conception of democracy in which human development rather than efficiency is the ultimate standard for evaluating systems of governance. As a foundation for rural renewal, this view acknowledges the interdependence of persons grounded in their particular place on earth. The purpose of education, then, is to learn to live in a place well, and educational practices for rural renewal focus on the local context, students' entrepreneurial skills, and community development. Examples of rural schools implementing these changes include Nebraska's Schools at the Center Initiative, Alabama's Program for Rural Services and Research, South Dakota Black Hills Special Services Cooperative, and South Dakota State University's Rural School and Community Renewal Program. (SV) ED375997

Johnson, N. B. (1985). West Haven, classroom culture and society in a rural elementary school. Chapel Hill: University of North Carolina Press. Lc5146 Lc5146.j64 1985

Johnson, S. W. (1806). Rural economy containing a treatise on Pisé building, as recomended by the Board of Agriculture in Great Britain, with inprovements by the author: on buildings in general, particulary on the arrangement of those belonging to farms: on the culture of the vine, and on turnpike roads. New-Brunswick, N.J.: Printed by William Elliot for I. Riley New York. Microfiche 1227a no. 10644

Jones, D., Miller, S., & Medina, C. (1998). Parent Support Services on the Navajo Reservation., 8pp. In: Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, SC, March 25-28, 1998); see RC 021 434. A study examined the degree to which families with disabled children in remote areas of the Navajo Reservation were aware of and used family support services. Twenty-five undergraduate students enrolled in special education teacher training courses designed, implemented, and assisted in data analysis. Interviews and surveys were completed by 89 parents, educators, and professionals from community agencies in the Kayenta Unified School District and the Pinon Unified School District (Arizona). Over 70 percent of the participants were Navajo. Separate surveys/interviews for educators, parents, and community agencies covered relationship to child; nature of child's disability; types, use, and availability of support services; referral practices; and support service eligibility. Results showed that parents were well informed of the services available to their children and were using the services. It appeared that collaboration between the school systems and various agencies facilitated awareness and use of services. Parents indicated a need for more organized activities for their children, a good working public library, and a parent newsletter. Includes survey/interview questions. (SAS) ED417905

Jones, D., & Others, A. (Mar 1997). Working with Navajo Parents of Exceptional Children., 7pp. In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. Undergraduate students at Northern Arizona University interviewed and surveyed 20 staff members at Kayenta Unified School District (KUSD) on the Navajo Reservation and 14 parents of exceptional Navajo children enrolled in KUSD. Both groups were asked to identify challenges affecting the working relationship between parents and school on a rural reservation, the effective techniques used by KUSD in contacting and working with parents, and potential elements that could strengthen school-parent interactions. The staff indicated that the major challenges were geographic distance and sensitivity to cultural differences in discourse. Parents were generally satisfied with the district's efforts but indicated a need for more communication at the secondary level. Staff and parents felt that the use of home liaisons, bilingual Navajo staff members who make home visits, was a powerful technique for enhancing active communication between school and parents. Treating parents with respect, encouraging their continued assistance in their child's education, and assisting them in understanding parental rights were considered essential. The parents appreciated KUSD efforts to meet transportation needs of exceptional students and to connect families with related services or medical attention through local agencies. Among staff's seven suggested improvements were increased training for parents, obtaining parents' viewpoints and feelings, and including a parent participation component in school activities. Among parents' four recommendations were having more informational meetings and providing more pamphlets, handouts, and awareness training to parents. (TD) ED406119

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Katragadda, C., & Tidwell, R. (1998). Rural Hispanic Adolescents at Risk for Depressive Symptons. Journal of applied social psychology, 28(20), 1916.

Katsinas, S. G. (Apr 1993). Toward a Classification System for Community Colleges., 29pp. Paper presented at the Annual Meeting of the Council of Universities and Colleges (Portland, OR, April 1993). The most widely accepted classification system of institutions of higher education, the Carnegie system, does not provide any sub-groupings for the category of two-year institutions. This lack of precision has inhibited the understanding of the diversity among and between community colleges, their missions, functions, curricula, students, and faculty. Based on research and site visits at 92 colleges between 1986 and 1993, 14 distinct types of community colleges can be identified based on geographic location, special populations served, type of governance, and public or private control. These sub-categories of two-year institutions include: (1) rural, typically identified as single campus institutions in rural areas with comprehensive offerings; (2) suburban, tending toward liberal arts and transfer curricula; (3) urban/inner city emphasizing vocational offerings leading to immediate employment; (4) metropolitan area district, including those with centralized and decentralized governance; (5) colleges adjacent to a residential university; (6) a mix of the above categories; (7) Hispanic-serving institutions; (8) historically-Black two- year colleges; (9) tribally-controlled community colleges; (10) colleges devoted only to transfer and general education; (11) exclusively technical colleges; (12) private non-profit, including sectarian and non-sectarian; (13) private proprietary; and (14) community colleges directly administered by four-year institutions. (Contains 40 references.) (KP) ED377925

Keith, J. (1995). Country people in the new south: Tennessee's Upper Cumberland. Chapel Hill: University of North Carolina Press. Hn80.d314 k45 1995 307.72/09768/834 norst

Keith, J., & NetLibrary Inc. (1999). Country people in the new south Tennessee's Upper Cumberland. Boulder, Colo.: NetLibrary Inc. Hn80.d314 k45 1999 307.72/09768/834 NetLibrary Inc.

Kendall-Melton, R., & Murphy, L. B. (1997). The University of Tennessee at Martin (UTM) and Lane College (LC) Urban-Rural Exchange Partnership Program Phase One: The Purpose and Plan. Paper presented at the Action in Teacher Education, 19, 2, 80-88 Sum. A partnership between a historically black urban college and a rural university provides urban-rural early field experience exchange for preservice teachers, offers joint educational seminars, prepares preservice teachers for the National Teacher Examination, provides technological training, recruits minorities for careers in teaching, and establishes a mutual-assistance network for accreditation. (Author/SM) EJ556318

Kent, M. (1993). Field Experience. Paper presented at the Kamehameha Journal of Education, 4, 89-95 Fall. Describes the field experience component of Hawaii's PETOM (Preservice Education for Teachers of Minorities) program. Student teachers visit rural schools, becoming acquainted with their future students and schools. PETOM offers experience with many classrooms and teaching modules. Students are encouraged to reflect and analyze, thus developing their own teaching styles. (SM) EJ497027

Kent, M. (1993). Reach Out and Teach: Student Recruitment and Placement. Paper presented at the Kamehameha Journal of Education, 4, 147-49 Fall. Hawaii's PETOM (Preservice Education for Teachers of Minorities) program recruits individuals who are dedicated to helping students succeed, who themselves are from minority groups underrepresented in the University of Hawaii's College of Education, and who can study full time. The article explains the philosophy behind and process of student recruitment. (SM) EJ497034

Kimmel, J. (1997). Rural Wages and Returns to Education: Differences between Whites, Blacks, and American Indians. Paper presented at the Economics of Education Review, 16, 1, 81-96 Feb. Examines racial and gender wage differences for rural workers, using wage equations derived from G.S. Becker's human capital model. With the rural focus, American Indian males and black females experience the weakest wage returns to education within their respective genders. Discrimination seems more prevalent in the rural female labor market, although its actual effect on wages is much smaller. (27 references) (MLH) EJ540799

Kimmel, J. (Jun 1994). Rural Wages and Returns to Education: Differences between Whites, Blacks, and American Indians. Upjohn Institute Staff Working Paper 94-27., 29p. Rural workers earn lower wages than nonrural workers, a difference attributed to lower returns to worker characteristics. This paper examines racial and gender differences among rural workers and provides evidence of the structure of wages faced by American Indians. Data were drawn from the 1987 National Medical Expenditures Survey (NMES) and the NMES-Supplement of American Indians and Alaska Natives (living on or near a reservation or tribal area). The present study included data for nonmetropolitan residents aged 22-54 who were not self-employed. Males included 975 American Indians, 1,094 Whites, and 238 Blacks; females included 1,146 American Indians, 1,275 Whites, and 347 Blacks. Within each gender group, racial differences are summarized for labor force participation, educational attainment, percentage in managerial occupations, and average wage. Average hourly wages were $10.20 for White males, $8.09 for American Indian males, $7.38 for Black males, $7.09 for White females, $6.38 for Black females, and $6.31 for American Indian females. Regression analysis revealed that only 14 percent of the wage difference between White and American Indian males is unexplained by personal and job characteristics, while 66 percent of the difference between White and Indian females is unexplained. Comparing Whites and Blacks, 44 percent of the wage difference between males and 97 percent of the difference between females is unexplained. In rural areas, Whites and American Indians receive very small wage returns to education, Blacks suffer disproportionately severe penalties for low educational attainment, and females of all races enjoy much higher returns to education than do males. Contains 26 references and statistical tables. (Author/SV) ED402144

King, C. (2000). Famine, land, and culture in Ireland. Dublin: University College Dublin Press. Da950.7.f375 2000 941.5081

Kirby, J. T. (1995). Poquosin: a study of rural landscape & society. Chapel Hill: University of North Carolina Press. Gf504.d57 k57 1995 333.91/8/09755523 norst

Kleinfeld, J. (1994). The Small High School Question: Alaska's Uneasy Compromise. Paper presented at the Theme issue on northern education. Boarding schools were the only option for rural high school students in Alaska until 1976, when the state began building many, very small, village high schools following a class action law suit. Selective, academic boarding schools continue to be an option. A survey of rural households found community satisfaction and improved student outcomes as a result of this compromise. (SV) EJ595802

Knobloch, F. (1996). The culture of wilderness: agriculture as colonization in the American West. Chapel Hill: University of North Carolina Press. S441.k57 1996 306.3/49/0978

Knobloch, F., & NetLibrary Inc. (1999). The culture of wilderness agriculture as colonization in the American West. Boulder, Colo.: NetLibrary Inc. S441.k57 1999 306.3/49/0978 NetLibrary Inc.

Kominski, R., & Adams, A. (May 1992). Educational Attainment in the United States: March 1991 and 1990. Paper presented at the 145pp. For the 1989 and 1988 study, see ED 340 748. This report contains data on the educational attainment of persons in the United States from the Current Population Surveys of the Census in March 1990 and 1991. Summary data on years of school completed by: (1) age; (2) sex; (3) race; (4) Hispanic origin; (5) marital status; (6) household relationship; (7) education of spouse; (8) labor force status; (9) occupation; (10) income; (11) earnings; and (12) region of residence; are shown for 1990 and 1991 in Table 1. Other detailed data in similar categories are shown for 1991 in Tables 2 through 16. Tables 17 and 18 contain time series data from 1940 through 1991 from decennial censuses and current population reports. Summary data are also presented for all states and large metropolitan areas, as well as detailed data for the 25 largest states and 15 largest metropolitan areas. Over three-fourths of adults aged 25 and older have completed high school, and over one-fifth have completed four or more years of college. Educational attainment levels for young adults resemble those of the late 1970s. Among persons aged 25 and over, there is no statistical difference in proportions of women and men who complete high school, but a larger proportion of men have completed college. Whites and persons of races other than white or black have the highest level of high school completion for those aged over 25, and persons of races other than white or black have the highest college completion level. Both high school and college completion levels are higher in metropolitan areas. Four text tables, 1 figure, and 18 detailed tables present the information. Appendices provide definitions, explanations and a discussion of the source and accuracy of estimates. There are seven appendix tables. (SLD) ED366620

Kopytoff, I. (1987). The African frontier: the reproduction of traditional African societies. Bloomington: Indiana University Press. Gn645 Gn645.a362 1987

Kotsonis, Y. (1999). Making peasants backward: agricultural cooperatives and the Agrarian question in Russia, 1861-1914. Houndmills, Basingstoke, Hampshire New York: Macmillan Press ; St. Martin's Press. Hd1491.r9 k655 1999 338.7/63/0947

Kushman, J. W., & Barnhardt, R. (October 1999). Study of Alaska Rural Systemic Reform. Final Report., For the case studies, see RC 022 207-213. A 3-year study of educational reform in rural Alaska centered around case studies in seven rural communities and school districts serving primarily Eskimo and American Indian students. Each community had embarked on a reform process called Alaska Onward to Excellence (AOTE) that strove to create educational partnerships between schools and their communities. The study examined how educational partnerships were formed and sustained and how they ultimately benefited Alaska Native students. A focal point was the nature of systemic change, which in rural Alaska means to fully integrate the indigenous knowledge system and the formal education system. Major findings that emerged from a cross-case analysis of the case studies were categorized into six themes: (1) sustained long-term reform; (2) strong and consistent leadership; (3) personal relationships between school personnel and community; (4) educational partnerships; (5) rural schools and communities; and (6) educational goals. The report includes executive summaries of the seven case studies and reform-related recommendations for rural schools. (Contains 25 references.) (SV) ED437251

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Levinson, L., & Stonehill, R. (1997). Tried and True: Tested Ideas for Teaching and Learning from the Regional Educational Laboratories., 100p. This collection of 16 tested ideas for improving teaching and learning evolved from the work of the 1995 Proven Laboratory Practices Task Force charged with identifying and collecting the best and most useful work from the Regional Educational Laboratories. The Regional Educational Laboratory program is the largest research and development investment of the U.S. Department of Education designed to help in school improvement. Each laboratory applied its own criteria for selection so that quality standards are the measure of all the practices. The practices described are grouped into categories of early childhood education, instructional content and practice, teacher professional development, and school improvement strategies. The following programs are described: (1) Family Connections; (2) Program for Infant and Toddler Caregivers; (3) Classroom Assessment Video Training Workshops; (4) Comprehensive School Mathematics Program; (5) Literacy Plus; (6) SEDL Follow Through Program; (7) Strategic Teaching and Reading Project (STRP); (8) Success for All and Exito para Todos; (9) Vocational Mentoring; (10) Dimensions of Learning; (11) Improving Multigrade Classroom Instruction in Small, Rural Schools; (12) Peer-Assisted Leadership; (13) Questioning and Understanding To Improve Learning and Thinking (QUILT); (14) Teaching Cases: New Approaches to Teacher Education and Staff Development; (15) Onward to Excellence; and (16) Successful Schools Process. Each program description discusses the ideas behind the program, how it can help teaching and learning, how it was tested, how it is being used, and ways to use it in the community. References and contacts are listed for each program. (SLD) ED412285

Lewis, O. (1970). Anthropological essays ( [1st ] ed.). New York,: Random House. Gn6.l47 301.2 GN6.L47 c.2 NORLIN GN6.L47 c.1

Li, C. (1996). Chung-kuo ts*un lo ti shang yeh ch*uan t*ung yü ch*i yeh fa chan: Shang-hsi sheng Yüan-p*ing shih T*un-wa ts*un tiao ch*a ( Ti 1 pan. ed.). T*ai-yüan shih: Shan-hsi ching chi ch*u pan she: Fa hsing che Hsin hua shu tien Pei-ching fa hsing so. Hn740.z9 c643 1996

Lichter, D. (Dec 1996). Human Capital and Poverty in Rural America., 6pp. In: Pathways from Poverty Educational Network; see RC 020 963. Current welfare reform efforts are based on the assumption that limiting government support will promote personal responsibility, driving welfare recipients to obtain additional education and training in order to meet employment targets. But is education and traininghuman capitalthe answer to poverty and welfare dependency, especially in rural areas? The position is taken that the fundamental problem resides in low wages and inadequate employment opportunities found in rural America, especially among young adults, minorities, women, and the least educated. Rural poverty results from shortages of good jobs rather than shortages of good workers. This paper presents 13 data tables and figures in support of this position. Tables present poverty rates by education level and race, 1991; metropolitan and nonmetropolitan educational attainment, 1971-91; percentage of low earners in rural and urban labor force by educational attainment, 1979 and 1987; metro and nonmetro dropouts by race/ethnic group, 1981- 91; and Scholastic Aptitude Test scores by rural-urban location, 1988-1989. Bar graphs and other figures depict crude and adjusted poverty rates among nonmetro children in female-headed and married-couple families, 1960-90; literacy scores for metro and nonmetro adults; nonmetro net migration by education; formal job training programs for metro and nonmetro workers; amounts of education and experience attained and required for nonmetro jobs; and rates of adequate employment by education in major nonmetro industries. "At each level of employment within a particular industrial category, women are underutilized with respect to their education." (SV) ED406081

Ligons, C. M. (Jan 1990). Inservice Education in Thailand: Key Innovations since 1980. Education Development Discussion Paper No. 4., 23p. Improving educational quality at the primary level is a major goal of Thailand's sixth 5-year Education Development Plan (1987-91). There is a special commitment to improve quality in rural areas and among economically disadvantaged groups, handicapped children, and linguistic minorities. Inservice education is one vehicle for training teachers to meet changing demands wrought by national development goals, technological advancements, and new societal values. This paper focuses on two exemplary inservice programs since 1980. Specifically, the paper discusses: types of inservice activity since 1980, their effects on closing the gap between urban and rural student performance, the influence of U.S. inservice programs, and the applicability of Thailand's experience to other developing countries. Three criteria frame the discussion: locus of control, instructional delivery mode, and use of a research base. The Improvement of Teaching Efficiency of the Primary School Teachers and The Principals' Inservice Program represent major attempts to upgrade teacher and principal competency since 1980. Several conditions influenced program success, including: the use of self-instructional materials, a school-based locus of control, and a collaborative, collegial ambience. Thailand's inservice experience provides lessons for other developing countries regarding the program's reliance on self- instruction, research, and pre-implementation training and its emphasis on the principal's central role in influencing learning climate. An effective inservice program can minimize disparities in teacher competency. (27 references) (MLH) ED323649

Lincoln-Porter, F. (1993). Planning Language-in-Education in Arkansas: A Case Study. Paper presented at the 22pp. For the complete journal, see FL 021 224. Aspects of state planning for language in education in Arkansas are examined and of several models of language planning that illuminate this case are analyzed. Information was gathered on language minority populations in Arkansas from census data, reports, and public and private sources. From this, an overall picture of language planning in the state was constructed. Three case studies of areas with language minority populations are used to illustrate the findings: the Hmong in Fort Smith; the Springdale School District; and Paragould Junior High School. As background, the evolution of state policy on English as the official language and on intervention with limited-English-proficient students is chronicled. The case studies are then outlined. In Fort Smith, federally-funded bilingual education was not able to serve the Hmong population, which later relocated to Georgia. The Springdale School District obtained federal funds to train teachers for rapid transitional bilingual education, to mainstream students as quickly as possible. In Paragould, the arrival of two Hispanic junior high school students, an unusual occurrence, caused school personnel to improvise, successfully, by treating the students' native language as a resource, not a barrier. It is concluded that Arkansas' decentralization of policy concerning language in education and the state's limited financial resources suggest that policy supporting native language maintenance may not be feasible. (MSE) ED359775

Linden, M. F. ([1993). An Oral Fayette County, Texas Rural School History: Perspectives of a County Superintendent and a Long-Time Teacher., 16pp. Paper presented at the Annual Convention of the National Rural Education Association (84th, Traverse City, MI, October 9-13, 1992). This paper represents a brief history of rural education in Fayette County (Texas) from 1918 through 1975. The paper focuses on the personal narratives of Harry Loeb, the last official superintendent of Fayette County and Emma Diedt, a 50-year Fayette County teacher. The narratives describe Fayette County schools, school politics, and the curriculum. Loeb relates the role of politics in the annexation and consolidation of school districts. Annexation was unpopular because the larger district could assume the smaller district without a vote. During this time annexation was common nationwide as school districts adapted to a declining population. Schools increasingly involved the Catholic church and its members as faculty; they also integrated minorities into teacher and student bodies. Diedt describes her education and her experience as a teacher in Fayette County schools. Consolidation and other educational decisions were under the heavy influence of politics. She describes her frustration in maintaining high academic standards when school administrators were emphasizing sports in school. Following the launching of Sputnik in 1957, the new focus in education was on math, science, and foreign language. (LP) ED355076

Lipman, J. N., Harrell, S., & NetLibrary Inc. (2000). Violence in China essays in culture and counterculture. Boulder, Colo.: NetLibrary Inc. Hn740.z9 v58 2000 303.6/2 NetLibrary Inc.

Lockwood, A. T., Ed. ([1991). Special Education in Rural Schools: A Resource Notebook on Rural Schools., 655p. This resource book covers a variety of topics on special education and rural education research and practice. The document is a collection of articles and resource listings. The articles are categorized into: (1) general (effective schools, special education, rural schools); (2) recruiting, retaining and training teachers; (3) financing rural special education; (4) policy and law; and (5) appropriate technology. Specific topics within these categories include: (1) integration of general and special education; (2) vocational education for special populations; (3) social skills assessment; (4) American Indian education; (5) at-risk students; (6) early childhood special education training; (7) special education staffing in rural areas; (8) support personnel training for serving rural disabled students; (9) teacher competencies in adapted physical education; (10) personnel standards for Part H of PL 99-457 (serving infants, toddlers, and their families); (11) legal responsibility for funding the education of the severely disabled; (12) the politics of special education; (13) the cultural context of policy; (14) distance education; and (15) microcomputer use in special education. Following the articles is a section on promising practices and case studies of effective schools. The final sections contain a list of resources and a bibliography on rural special education. (KS) ED344725

Losada, H., Bennett, R., Soriano, R., Vieyra, J., & Cortes, J. (December 2000). Urban agriculture in Mexico City: - Functions provided by the use of space for dairy based livelihoods. Cities, 17(6), 419-431(413). This paper examines the use of urban space by dairy production activities in two areas of Mexico City with different degrees of urbanization (east and south). These activities have adapted to the recent urban conditions, from an original rural state. Dairy production is carried out in the house area, and producers pay for urban services as other residents. In the eastern zone, the activity is the sole form of income, while in the south, livelihoods are more diversified. In the east, a wide variety of food wastes from various sources are used, while in the south grass remains an important part of the diet. Raw milk in the east is usually sold direct to the consumer, while intermediaries are more common in the south. Herds tend to be larger and more specialized in the east than the south. In both cases there is important use of local resources both for housing and feeding the animals. Manure is used in pre-Hispanic agricultural systems in sub and peri-urban areas. Based on the range of functions provided to the city by these systems, and the present unnecessary dependence of Mexico City on imported milk, the options for policy and development support are discussed.

Lovell Johns ltd., European Commission. Directorate-General for Agriculture., European Commission. Directorate General X for Information Communication Culture Audiovisual., & Office for Official Publications of the European Communities. (Cartographer). (1997). The European union, rural development [1 map:]. G5701.g2 1997 1000 E20I R881d 1998

Lyson, T. A. (11 Aug 1990). Down and Out in Rural America: The Status of Blacks and Hispanics in the 1980s., 32pp. Paper presented at the Annual Meeting of the Rural Sociological Society (Norfolk, VA, August 8-11, 1990). Blacks and Hispanics in rural America face opportunities and life circumstances distinctively different from their urban counterparts. Not only are rural conditions generally worse than urban areas in job opportunity, social services, and human capital, but the problem of inequity is also more severe within rural areas than within urban areas. Most rural Blacks live in the South, with over half of these in the South Atlantic states. Most rural Hispanics are Mexican- American and live in Arizona, New Mexico, Colorado, and Texas. The Index of Dissimilarity, used to measure the degree of segregation in occupational distributions, indicates that the greatest occupational discrepancy is between rural Whites and rural Blacks. Wider cross-racial discrepancy in educational attainment also exists in rural areas. Although more rural minorities succeeded in completing elementary school and high school by the end of the 1980s, they did not experience similar improvements in postsecondary attendance and college completion. In rural areas, there are fewer Whites than Blacks or Hispanics with less than eight years of schooling and many more Whites than Blacks or Hispanics with college degrees. As a result, the gap between Whites and other groups persists in rural areas. The problem is most acute in poor regions of the nation, where local funds for schooling are more limited. The improvement of human capital in rural areas is crucial in dealing with global economic competition. Education must focus on traits and characteristics compatible with work in small scale, diverse and flexibly specialized businesses and enterprises. Examples of such firms would be those offering specialty food products, custom-tailored clothing, handcrafted furniture, professional business services, computer software design, and specialty apparel. Such entrepreneurial enterprises would benefit all rural workers, and they need to be supported by state and local governments through development of infrastructure and policy initiatives. This report includes 7 data tables and 14 references. (ALL) ED332839

Lyson, T. A. (1991). Real Incomes of Rural Black and Hispanic Workers Fell Further behind in the 1980's. Paper presented at the Rural Development Perspectives, 7, 2, 7-11 Feb-May. Compares rural and urban income levels of Whites, Blacks, and Hispanic workers by region for the years 1979 and 1987. Presents information on geographic concentrations of minorities. Suggests the economic status of rural minorities failed to improve because of the nonskilled or semiskilled job opportunities in areas where minority populations are concentrated. (KS) EJ434887

Lyson, T. A., Ed., & Falk, W. W., Ed. (1993). Forgotten Places: Uneven Development in Rural America. Rural America Series., 290pp. Funded under the auspices of USDA/CSRS Regional Research Project S-229. This book examines predominantly rural regions of the United States that lag behind the rest of the country in income, employment, access to services, and measures of education and health. Case studies of nine regions examine historical background; current economic and social conditions (including demography, educational attainment, and occupational structure); outmigration; effects of government policies; and local attempts at economic development. A final chapter summarizes relevant social-science theories, particularly dependency and world- systems models, and discusses public policy prescriptions that might improve rural opportunity. Chapters are: (1) "Forgotten Places: Poor Rural Regions in the United States" (Thomas A. Lyson, William W. Falk); (2) "Uneven Development in Appalachia" (Dwight Billings, Ann Tickamyer); (3) "The Reported and Unreported Missouri Ozarks: Adaptive Strategies of the People Left Behind" (Rex R. Campbell, John C. Spencer, Ravindra G. Amonker); (4) "Life in the Forgotten South: The Black Belt" (William W. Falk, Clarence R. Talley, Bruce H. Rankin); (5) "The Mississippi Delta: Change or Continued Trouble" (Stanley Hyland, Michael Timberlake); (6) "Industrial Development and Persistent Poverty in the Lower Rio Grande Valley" (Rogelio Saenz, Marie Ballejos); (7) "The Forgotten of Northern New England" (A. E. Luloff, Mark Nord); (8) "Ontonagon: A Remote Corner of Michigan's Upper Peninsula" (Harry K. Schwarzweller, Sue-Wen Lean); (9) "The Failure of Sustained-Yield Forestry and the Decline of the Flannel-Shirt Frontier" (concerning Pacific Northwest timber towns) (Michael Hibbard, James Elias); (10) "In the Shadow of Urban Growth: Bifurcation in Rural California Communities" (Ted K. Bradshaw); and (11) "Forgotten Places Redux" (William W. Falk, Thomas A. Lyson). This book contains extensive references and an index. (SV) ED379134

Lackey, B., & Reglin, G. (1991). Manipulatives and Achievement of Subtraction Basic Facts for Rural Second Grade Students. Paper presented at the Journal of Research in Education, 1, 1, 53-56 Spr. Investigates effects of a manipulative instructional approach and traditional instruction on the achievement of subtraction facts for 4 African-American and 26 white second graders in a rural North Carolina school. Greater gains in achievement of subtraction basic facts occurred with the manipulative instruction approach. Implications for mathematics instruction are discussed. (SLD) EJ446703

Lagos, M. L. (1994). Autonomy and power: the dynamics of class and culture in rural Bolivia. Philadelphia: University of Pennsylvania Press. F3319.1.t56 l34 1994 307.7/2/098423 norst

Lagos, M. L., & NetLibrary Inc. (1994). Autonomy and power the dynamics of class and culture in rural Bolivia [xv, 206 p.:]. Philadelphia: University of Pennsylvania Press. F3319.1.T56 L34 1994b F3319.1.t56 l34 1994 307.7/2/098423 University of Pennsylvania Press

Lapan, S. D., Ed, & Minner, S., Ed. (1997). School-University Partnerships. Perspectives: Center for Excellence in Education, Monograph Series No. 4., 96p. This monograph features four papers that highlight school-based teacher training programs through Northern Arizona University's (NAU) Center for Excellence in Education (CEE). The first paper, "Reflection, Research, and Practice in a School- based Teacher Education Program (Peggy Ver Velde, Sherry L. Markel, Jeanne Dustman, Barbara Campbell, and Mary Knight), outlines the history, operation, and evaluation of the pioneer CEE school-university teacher training program, Flagstaff Partnerships Program. This K-6 effort emphasized curriculum integration translated into lessons taught by college students as they progressed toward student teaching. The second paper, "An Elementary School-based Partnership: The Mentorship Component" (Pat Wall, Emilie Rodger, Martha Brady, and MaryAnn Davies), describes the NAU/Sedona Partnership Program, a K-8 teacher preparation partnership involving CEE and the Sedona, Arizona Unified School District, focusing on the program's mentorship aspect. The third paper, "Integrated Secondary Teacher Education Program: On the Edge of Partnership" (Daniel L. Kain, Michael Tanner, and Peggy Raines), describes a secondary partnership program developed because NAU had exemplary innovative elementary school-based teacher preparation but very little innovative secondary preparation. The fourth paper, "Preparing Special Education Teachers for Rural Areas: The Rural Special Education Project" (Greg Prater, Susan Miller, and Sam Minner), describes a partnership on a Navajo reservation whose primary goal was to increase the number of qualified educators to teach Native American children in rural and reservation areas. (All papers contain references). (SM) ED414251

Leloudis, J. L. (1996). Schooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920. The Fred W. Morrison Series in Southern Studies., 355p. From 1880 through the mid-1920s, reformers labored to make a "New South" through the agency of public education. During those years, North Carolina led the way in building thousands of new schoolhouses, professionalizing teacher training, and developing an elaborate educational bureaucracy. Southern educational reform turned on the transition from the common school to graded education. Chapter 1 of this book, "A Classroom Revolution," examines early approaches to public instruction in the one-room school and the opposition by proponents of a more rational pedagogy. Chapter 2, "Apostles of the New South," looks at graduates of the University of North Carolina in the late 1870s and early 1880s, who had grown up during the Civil War and longed for the South's integration into the modern world. Public school careers offered graduates the means to turn away from their fathers' world and turn towards the arena in which to pursue the task of modernizing their region. Chapter 3, "Servants of the State," discusses the White women who became the university graduates' loyal allies. North Carolina's first normal college for White women opened in 1891, and by 1920 women made up 86 percent of classroom teachers. Chapter 4, "Voices of Dissent," explores the battle over alternative paths of southern development. The most determined opponents were Baptists, whose church traditions were founded on local autonomy, and African Americans, who watched White graded schools advance at the expense of their own children's education. Chapter 5, "Rubes and Redeemers," examines efforts to consolidate reforms in rural areas through physical improvements to schools, a regional campaign to form school farming clubs, and public health campaigns backed by northern philanthropists. Chapter 6, "The Riddle of Race," discusses racial segregation and the efforts of Black women teachers to affirm racial dignity and a sense of common citizenship in the classroom. (Contains references in notes, an extensive bibliography, an index, and photographs.) (SV) ED422137 Available from: University of North Carolina Press, P.O. Box 2288, Chapel Hill, NC 27515- 2288; phone: 800-848-6224 ($18.95).

Lenz, D., & Contrucci, L. (Aug 1992). Early Intervention in Rural Northern Arizona., 5pp. In: The Common Threads Conference (Missoula, MT, August 21-24, 1992); ED 356 110. This report describes an outreach program that provides service coordination and home-based early intervention for disabled infants and toddlers on the Navajo and Hopi reservations in Arizona. Developed by the Institute for Human Development (IHD), the outreach program uses paraprofessional instructional aides that are based in six northern Arizona reservation communities and speak the language of the communities they serve. IHD's paraprofessional model contains the following elements: (1) hiring and training local paraprofessional instructional aides who are familiar with the local culture, speak the local language, and are recognized and trusted; (2) identifying and evaluating children with disabilities within a 60-mile radius of the aide's home community, and forwarding referrals to the Division of Developmental Disabilities for confirmation of eligibility; (3) learning about specific resources in each community; and (4) encouraging local agencies to take over programs started by IHD and supporting new locally- administered programs with staff training and technical assistance. When a child is eligible for services, an Individualized Family Service Plan (IFSP) is developed that addresses the needs of both the child and the family. The annual IFSP is a team effort of parents, the paraprofessional aide, the IHD early intervention specialist, a case manager from the state agency, consulting therapists, and any others involved in the child's case. IHD also assists families with the transition from early intervention services to preschool programs. Advantages of this paraprofessional model are listed. (LP) ED359010

Levin, M., Moss, M., Swartz, J., Khan, S., & Tarr, H. (1997). National Evaluation of the Even Start Family Literacy Program. Report on Even Start Projects for Indian Tribes and Tribal Organizations., 76p. The tribal Even Start program is one of the set-aside components of the U.S. Department of Education's Even Start Family Literacy Program. Even Start combines adult literacy, early childhood education, and parenting education services for parents eligible for adult education and their children from birth to age 7. In 1994-95, nine Indian tribes and tribal organizations received direct federal grants to administer Even Start Projects. This report examines three of the projects: those administered by the Makah Tribe (Washington), the Cherokee Nation (Oklahoma), and the Pascua Yaqui Tribe (Arizona). The following is covered for each project: community characteristics, recruitment of families, program staff, content and delivery of Even Start services, coordination of service components, and evaluation and the Even Start Information System (ESIS). The three projects each serve 20-27 families in primarily rural areas. Many core services are delivered during home visits. This may be the preferred mode of delivery for tribal projects, due to expansive catchment areas and lack of public transportation, and because participants and staff are often previously acquainted. Major issues and challenges confronting tribal projects are related to preserving tribal culture, encouraging parent involvement, poverty, unemployment, lack of facilities, and lack of culturally relevant materials. Appendix includes topic and observation guides for site visits. (Author/SV) ED415084

Levinson, B. A., Foley, D. E., & Holland, D. C. (1996). The cultural production of the educated person: critical ethnographies of schooling and local practice. Albany, NY: State University of New York Press. Lb45.c83 1996 370.1/92

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Murry, V. M., & Brody, G. H. (1999). Self-Regulation and Self-Worth of Black Children Reared in Economically Stressed, Rural, Single Mother-Headed Families: The Contribution of Risk and Protective Factors. Paper presented at the Journal of Family Issues, 20, 4, 458-84 Jul. Examines risk and protective factors to identify processes in rural, single-parent families that are linked with positive child outcomes. Protective domains promoted greater child self-regulation; parenting protective factors promoted greater self-regulation. Maternal risk had the greatest negative effect on child self-worth. Results also reveal that protective factors moderate the relationship between risk factors and child outcomes. (Author/MKA) EJ606174

Myers, H. F., & National Institute of Mental Health (U.S.). (1991). Ethnic minority perspectives on clinical training and services in psychology. Washington, DC: American Psychological Association. Rc467.7.e84 1991 616.89/0071/173

Myrick, R. (Nov 1996). In Search of a Voice: Rural HIV Prevention Campaigns Designed for African Americans., 25pp. Paper presented at the Annual Meeting of the Speech Communication Association (82nd, San Diego, CA, November 23-26, 1996). HIV/AIDS are affecting increasingly complex, more diverse populations, particularly communities of color. Despite National prevention efforts designed to speak to marginal experience, these communities continue to be disproportionately affected, especially in rural areas of the country which are difficult to access with communication about HIV. A study examined the communication strategies being used in minority-based public health HIV prevention efforts in Alabama, with a focus on rural communities with limited access to minority-run organizations. Interviews were conducted with HIV educators throughout the state, especially those engaged in rural outreach. Only one of 10 public health centers in Alabama is administered by African Americans, and, as a result, planning groups often come up with communication efforts that are unrealistic for actual HIV prevention for communities of color. Although health symposiums for health professionals occur, little actual outreach with at- risk communities is funded. However, some community-based organizations (CBOs) have had great success with minority populations. For example, one CBO set up tents, offered free food, soft drinks and prizes, and used a popular African American disc jockey from a local radio station to broadcast a live remote from the field next to a housing project where the events were held. Findings suggest that efforts to make communication in HIV prevention efforts must be made more culturally sensitive and relevant if they are to be effective in reaching marginalized communities. (Contains 17 references.) (NKA) ED403609

Marshall, C. A., & Others, A. (1996). Vecinos y Rehabilitation: Assessing the Needs of Indigenous People with Disabilities in Mexico. Final Report English Version = Vecinos y Rehabilitation: Evaluacion de las Necesidades de los Indigenas con Discapacidades en Mexico. Reporte Final Version en Espanol., 255p. Available in English and Spanish, this document reports on a survey of the circumstances and needs of disabled indigenous people in Oaxaca state, Mexico. Assisted by a Oaxaca disabilities consumer organization and an advisory committee of government officials, health care educators, community service providers, and indigenous people with disabilities, U.S. researchers conducted the project to determine the feasibility of research and training projects for disabled indigenous people in Mexico and to initiate information exchange in Mexico involving experts in rehabilitation and Native peoples. A culturally sensitive survey instrument was developed and administered to 232 indigenous adults and children with disabilities in rural and urban areas of Oaxaca state. Results indicate a great need for education, rehabilitation, and employment. The majority of adult respondents had no education or had attended only elementary school; most school-age children with disabilities were not in school. Rehabilitation services were much more available in urban areas than in rural areas and involved medical rehabilitation or physical therapy. Vocational rehabilitation services did not exist. However, respondents indicated great interest in the development of community education programs, family education programs, and vocational rehabilitation. Most adult male respondents, but only a third of adult females, were employed, often marginally. Recommendations are offered for future international research. Contains 26 references. Appendices include a conference program, three presentations, and a summary of roundtables at the Dia Internacional del Discapacitado conference held in December 1995. (SV) ED409156

Marshall, J., Lopez, T., & Hamman, R. (1999). Indicators of nutritional risk in a rural elderly Hispanic and non-Hispanic white population: The San Luis Valley Health and Aging Study. Journal- American Dietetic Association, 99(3), 315.

Maupin, J., & BondMaupin, L. (1999). Detention Decision-Making in a Predominately Hispanic Region: Rural and Non-Rural Differences. Juvenile & family court journal, 50(3), 11.

Mayer-Davis, E. J., Vitolins, M. Z., Carmichael, S. L., Hemphill, S., Tsaroucha, G., Rushing, J., & Levin, S. (July 1999). Validity and Reproducibility of a Food Frequency Interview in a Multi-Cultural Epidemiologic Study - Partitioning energy intake estimates from a food frequency questionnaire. Annals of Epidemiology, 9(5), 314-324(311). PURPOSE: There is limited support for the validity and reproducibility of dietary assessment in culturally diverse populations. The goal of this study was to evaluate the comparative validity and reproducibility of a Food Frequency Questionnaire (FFQ) used in the observational, multi-cultural Insulin Resistance Atherosclerosis Study (IRAS).METHODS: Women (n = 186) were approximately equally distributed by ethnicity from one urban center (African Americans and non-Hispanic whites) and one rural center (Hispanics and non-Hispanic whites). The IRAS FFQ was modified from the National Cancer Institute Health Habits and History Questionnaire to include ethnic and regional foods. Validity was assessed by comparing dietary values, including supplements, obtained from the FFQ to the average intake estimated from a series of 8 24-hour dietary recalls collected by telephone over the same 1-year period. Reproducibility was assessed among women who reported no change in their usual diet (n = 133) by comparing data from the original IRAS FFQ (in-person) with the FFQ administered for the validity study (two to four years later, by telephone).RESULTS: Correlation coefficients for validity were statistically significant for most nutrients (mean r = 0.62 urban non-Hispanic white, 0.61 rural non-Hispanic whites, 0.50 African American, 0.41 Hispanic) and did not differ among subgroups of obesity or diabetes status. The median correlation coefficient for the total sample was 0.49. Correlations were lower for women with less than 12 years of education (mean r = 0.30; median r = 0.25). The lower correlations among Hispanics was largely explained by the lower educational attainment in that sample. For reproducibility, the mean correlation for nutrients evaluated was r = 0.62 (median r = 0.63) and did not differ for subgroups.CONCLUSIONS: Although educational attainment must be considered, the IRAS FFQ appears to be reasonably valid and reliable in a diverse cohort.

Mayton, D. M., II, & Sangster, R. L. (1992). Cross-Cultural Comparison of Values and Nuclear War Attitudes. Paper presented at the Journal of Cross-Cultural Psychology, 23, 3, 340-52 Sep. Investigates cross-cultural differences in values and attitudes toward nuclear war between 336 Caucasian and 67 American Indian adolescents in the rural Pacific Northwest. Implications of value ranking differences and differing attitudes about nuclear war, the nuclear freeze, and escalation of war are discussed in their cultural contexts. (SLD) EJ452416

Mazie, S. M., Ed., & Others, A. (1990). Rural Conditions and Trends. Paper presented at the 31p. This U.S. Department of Agriculture periodical gives current statistical information on rural America. This issue contains articles about the impact on rural areas of economic trends, employment, and industry changes. A general overview indicates that moderate improvements in rural employment since 1986 have been tempered by slow income growth. Rural areas significantly lagged behind urban ones in economic well-being. Rising interest rates cooled the economy in 1989 after 3 years of rapid economic activity. Following an unusual first quarter, stable-to-slightly falling rates were expected to support economic expansion in 1990. Rural employment in 1988-89 grew faster than metro employment for the first time since the 1980-82 recession. But some data suggest that rural growth slowed in the last three months of 1989. Nonmetropolitan unemployment rates fell dramatically since the 1980-82 recession. But teenagers, blacks, and Hispanics continued to face high unemployment in 1989. Employment growth accelerated in rural manufacturing and construction in 1987, but service- producing industries accounted for most new rural jobs. The rise in service- sector employment and a continued loss of natural-resouce industry jobs reflected a basic industrial restructuring in the rural United States. Nonmetro earnings lagged behind metro earnings in 1987. Nonmetro income continued to improve slowly, but a substantial gap between metro and nonmetro incomes persisted. The nonmetro poverty rate fell slightly between 1986 and 1988 but rural poverty remained higher than before the recession and higher than urban areas. Nonmetro population began to recover slightly after a sharp fall in the mid-80s. Most growth occurred in counties near metro areas. This document contains numerous tables, charts, and graphics illustrating the text. (TES) ED324188

McCracken, J. D., & Others, A. ([Apr 1991). High School Curriculum and Aspirations of Students in Ohio and Southwest Georgia., 13pp. In: School and Community Influences on Occupational and Educational Plans of Rural Youth. Ohio Agricultural Research and Development Center, 1991, 32-42; see RC 018 361. This paper examines the relationships between high school curriculum (academic, general, and vocational) and students' occupational and educational aspirations in rural schools. The study was conducted in Ohio and then replicated in Southwest Georgia. In Ohio, 767 predominantly white rural senior students completed a questionnaire and the students' academic records were reviewed. In Georgia, 266 senior students completed the same questionnaire. The rural Ohio population was nearly all white, while the Southwest Georgia population was 73 percent black. In both sites, students in the academic curriculum: (1) had an underrepresentation of non-whites; (2) had a higher mean socioeconomic status (SES); (3) had the highest SES index scores for their desired and expected occupations; (4) were more confident about their occupational aspirations; and (5) were more likely to plan to further their education and pursue that education immediately after high school. In Ohio, a greater proportion of females were in the academic curriculum. A much higher percentage of Southwest Georgia than Ohio students felt their parents expected them to further their education. A much higher income was expected by rural students in Southwest Georgia than students in rural Ohio. Further research should focus on reasons for gender and ethnicity differences. Educators should consider the desirability of classifying students into specific programs. (KS) ED338454

McCullough-Garrett, A. (1993). Reclaiming the African American Vision for Teaching: Toward an Educational Conversation. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Presents the results of a qualitative study of the effects of desegregation on four African-American teachers in a rural, predominantly African-American town in North Carolina. Desegregation resulted in removal of the town's school and the consequent departure of the unique presence, pedagogy, and caring of the African- American teachers. (SLD) EJ480491

McDaniel, G. W. (1982). Hearth & home, preserving a people's culture. Philadelphia: Temple University Press. F182.m32 1982 975.2

McGranahan, D. A. (1999). Manufacturing Sector in Black Counties Weakens in Era of New Technology. "Socioeconomic Conditions.". Paper presented at the Theme issue. Predominantly black rural counties, located in the South, are among the poorest in the nation. Manufacturing has long been an important source of job growth in these counties, but the skill demands of new technology put these populations at a disadvantage. The poor quality of local schools and high dropout rates are major problems in predominantly black rural counties. (Author/SV) EJ582540

McGreal, R., & Others, A. (May 1991). Bridging the Distance: A Report on Four Distance Education Workshops Held February 1991 = La distance apprivoisee: Un rapport de quatre ateliers sur la formation a distance tenus en feview 19911., 90p. This report summarizes activities and recommendations from workshops in Northern Ontario, Canada which were designed to inform principals of the details of the distance education initiative and to examine problems involved in the delivery and reception of distance education courses at the secondary level. Separate workshops were organized for Native Americans, Francophones, northwest Anglophones, and northeast Anglophones. It was apparent from the Native conference that distance education accessibility for First Nations communities has yet to be achieved. The foremost problem in organizing courses for delivery to secondary schools, both Francophone and Anglophone, is the coordination of needs and requirements among the participating school boards. There was also a strong demand for an organizing center for course delivery. For each workshop, the report lists conference objectives, summarizes presentations, and lists recommendations resulting from working sessions. In addition, the report includes: (1) results of workshop evaluations; (2) lists of workshop participants; (3) tables of secondary school distance education equipment and locations; (4) information for course enhancement which entails purchase of equipment and materials; (5) a proposal form and budget form for course enhancement; and (6) a telephone reference of Contact North employees. (KS) ED349149

McIntyre, E., & Stone, N. J. (1998). Culturally Contextualized Instruction in Appalachian-Descent and African- American Classrooms. Paper presented at the National Reading Conference Yearbook, 47, 209-20. Shares detailed descriptions of how three elementary teachers used students' "funds of knowledge" and "ways of knowing" to change their curriculum to make it more culturally responsive to their students. Focuses on instruction and family visits at the two study sites: one rural, the other urban; one Appalachian, the other African-American. (SR) EJ587435

McNall, S. G., Levine, R. F., & Fantasia, R. (1991). Bringing class back in contemporary and historical perspectives. Boulder: Westview Press. Ht609.b75 1991 305.5 Ht609.b75 1991

Meyer, R. E., & NetLibrary Inc. (1999). Cemeteries and gravemarkers voices of American culture. Boulder, Colo.: NetLibrary Inc. Gt3203.c46 1999 393/.1/0973 NetLibrary Inc.

Michielutte, R., Dignan, M. B., Sharp, P. C., Boxley, J., & Wells, H. B. (November 1996). Skin Cancer Prevention and Early Detection Practices in a Sample of Rural Women. Preventive Medicine, 25(6), 673-683(611). Background. The incidence of skin cancer in the United States is rapidly increasing, and current estimates suggest that about one in five persons will be diagnosed with skin cancer in their lifetime. However, comparatively little is still known about the prevention and early detection behaviors of healthy individuals. This study presents information on prevention and early detection practices for a sample of non-Hispanic rural white women. Method. Interviews were conducted with 1,295 women age 20 or older who were patients in six public health departments and one primary-care clinic serving a low-income population, all located in rural western North Carolina. Results. Both prevention and early detection behaviors were found to be infrequent in this population. Low knowledge of skin cancer, younger and older ages, and low education characterized women least likely to practice prevention. Low knowledge, younger age, and low eductation characterized women least likely to practice early detection. Perceived barriers to cancer screening including cost, lack of symptoms, and denial also were predictive of a low likelihood of both prevention and early detection behavior. Fatalism and fear of the stigma associated with cancer also were predictive of lower participation in selected early detection behaviors. A summary general barriers score was significantly associated with all prevention and early detection behaviors examined in the study. Conclusions. The results indicate a need for skin cancer education among this population.

Middleton, J., & American Museum of Natural History. (1970). From child to adult: studies in the anthropology of education. Garden City, N.Y.: Published for the American Museum of Natural History [by] the Natural History Press. Lb41 Lb41.m647 c.1 norlin Lb41.m647 c.2

Miller, R. (September 1999). Helping Mexican and Mexican-American Students in the Schools of the East Side Union High School District. This document provides information about schools in Mexico and suggests ways that U.S. schools can use this information to improve education for Mexican and Mexican American students. Chapter 1 describes the Mexican educational system as a vantage point for understanding the expectations of Mexican parents in the United States. This chapter covers the organization of the Mexican school system, recent changes in administrative functions from the federal government to the states, textbooks, curriculum in the primaria (grades 1-6) and secundaria (grades 7-9), enrollments, program options and educational practices in the secundaria, distance education in rural areas, the media superior level (grades 10-12), and private schools. Chapter 2 discusses problems and special strategies in rural areas, bilingual education for indigenous peoples, adult education and literacy campaigns, and 1995 illiteracy rates by age groups for the general and indigenous populations. Chapter 3 examines the development of binational educational cooperation and describes various national and state projects such as teacher and faculty exchanges, provision of Mexican textbooks and adult education materials to U.S. programs, student exchanges, immigrant services, and bilingual teacher education. Chapter 4 focuses on strengths of Mexican students, culturally relevant teacher strategies, ways to promote parent involvement, and implications of characteristics of effective schools. Appendices list school strategies relevant to Hispanic students, organizations that focus on helping Mexican and Mexican-American students, and Web sites on Mexico. (Contains 46 references and an index.) (SV) ED435522

Milton, K. (1993). Environmentalism: the view from anthropology. London ; New York: Routledge. Gf41.e55 1993 304.2

Minner, S., & Prater, G. (Mar 1994). Preparing Special Educators for Work in Rural Areas: Two Field-Based Programs That Work., 8pp. In: Montgomery, Diane, Ed. Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994); see RC 019 557. In response to a problem in recruiting and retaining special education teachers on the Navajo Reservation, the Rural Special Education Project (RSEP) was designed to prepare special education teachers to deliver quality services to Navajo children with handicapping conditions. The RSEP is a partnership between Northern Arizona University and the Kayenta Unified School District (KUSD) in Kayenta, Arizona. The 18 students selected for the RSEP for the 1992-1993 academic year included 9 Navajo, 1 Hopi, and 8 Anglo students. All Native American participants were employed by KUSD as teacher aides. Anglo students resided in apartments owned by KUSD for the entire school year. Each morning, Anglo participants worked four hours in regular classrooms that employed a full- inclusion model, while Native American participants worked at their teacher aide jobs. All RSEP participants attended teacher preparation classes in the afternoon. Topics discussed were related to the students' experiences in the classroom. A cross-cultural counselor met with students monthly to discuss personal and professional stresses. Navajo participants hosted non-Navajo participants in social and cultural events. The Rural Multicultural Training Collaborative, begun in 1993, is similar to the RSEP but also includes Hispanic participants and Spanish immersion in Mexico for Anglo participants. (KS) ED369612

Morris, R., & Others, A. (17 Mar 1991). Supported Employment for Students At Risk within Rural Settings., 7pp. In: Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. This paper describes transitional programs developed by Black Hills Special Services Cooperative (BHSSC) to meet the needs of disabled students in rural areas. In cooperation with other public and private agencies, BHSSC provides comprehensive vocational rehabilitation services and community living programs to help individuals with severe disabilities enter and maintain employment. The entrepreneurial model was implemented by BHSSC to create and operate new businesses that employ special education students in an integrated work environment. The integrated work environment provides non-handicapped individuals as appropriate role models for handicapped students. This model has been implemented in four sites and has served approximately 150 special education students. The sites include textile manufacturing, furniture manufacturing, and wood working. Since BHSSC is the employer, the work environment is accommodating to meet the students' unique needs that cannot be met in a private business. Preliminary data suggest that the entrepreneurial model may be a viable approach to providing employment opportunities in rural areas for disabled students. This model also demonstrates that properly supported workers with handicapping conditions can be profitably employed in rural areas. (LP) ED342570

Morris-Bilotti, S. (May 1992). The Chronically Poor: Breaking the Cycle., 46pp. Paper prepared for the National Conference and Workshop on Corporate Community Involvement of the Public Affairs Council (Washington, DC, May 20-21, 1992). This question-and-answer format paper looks at some of the basic issues surrounding the chronically poor and initiatives and services designed to break the poverty cycle. A first section explores some of the myths and realities surrounding the characteristics of the chronically poor population and notes that this population is comprised of children, women, young African American men, Whites and minorities, located in the inner city as well as in poor rural areas. This section also notes that the nation's persistent poor tend to be African Americans and members of households headed by single females. A second section examines factors contributing to the growth of an underclass, including a "dual labor market" and welfare structures. A third sections reviews remedies to the current situation, addressing children's needs and reformulating assistance goals in terms of barriers rather than target populations. This section also describes the ways that corporate America can assist through leadership; support; funding; direct response initiatives; and community forums, collaborations, networks, and partnerships. This last section offers examples of corporate programs and initiatives already in place including resources and contacts. Appended are sample forms from a corporate-foster care alliance. (Contains 42 references.) (JB) ED356282

Moss, K. L. (Nov 1993). Charting a New Course: Finding Alcohol Treatment for Native American Women., 14p. Although the incidence of fetal alcohol syndrome (FAS) has been called an "epidemic" on some American Indian reservations, solutions for Native American women with alcohol and drug dependency problems have largely been ignored by the federal government. FAS prevention policy, originating around 1979, has been driven by the simplistic idea that women are responsible for FAS, and has focused primarily on the health of the fetuses, not of the women themselves. Long- standing policy has ignored the dearth of gender-sensitive treatment programs for women, the devastating health consequences of alcohol use for all Native Americans, and the complex conditions that give rise to alcohol dependency. Tribes, especially those in rural areas, have limited access to federal funding for FAS prevention, and existing funding methods complicate service delivery. FAS prevention has meant, largely, that the federal government gives money to tribes to distribute educational materials and to identify those suffering from FAS, and gives money to the Centers for Disease Control and other agencies for surveillance studies. Existing FAS prevention efforts are largely unworkable due to gender insensitivity, lack of child care, social stigma, bureaucratic infighting, lack of interagency coordination, and lack of adequately trained staff. Although "primary prevention workers" have recently begun providing training to educators, related health education to children, and support and referral services, such workers are scarce and scattered. (SV) ED372894

Mulgrew, C., Morgenstern, N., & Hamman, R. (1999). Cognitive Functioning and Impairment Among Rural Elderly Hispanics and Non-Hispanic Whites as Assessed by the Mini-Mental State Examination. The journals of gerontology. Series B, Psychological sciences and social sciences, 54(4), P223.

Mundy, M. (1995). Domestic government: kinship, community and polity in North Yemen. London ; New York New York, NY: I.B. Tauris ; In the U.S.A. and in Canada distributed by St. Martin's Press. Hn664.a8 m85 1995 306/.09533/2 norst

Murdock, S. H., & Others, A. (1994). Nonmetropolitan Residential Segregation Revisited. Paper presented at the Rural Sociology, 59, 2, 236-54 Sum. Analysis of 1980 and 1990 Censuses of Population and Housing for Texas found overall black-white and Anglo-Hispanic residential segregation declined substantially. Nonmetropolitan counties were more segregated than metropolitan counties in both years, but growing nonmetro places showed the greatest segregation declines. Analyses controlling for education and other socioeconomic factors found population change strongly affected segregation change. (MNL) EJ489990

Madsen, E. (1990). The Symbolism Associated with Dominant Society Schools in Native American Communities: An Alaskan Example. Paper presented at the Theme issue with title "Through Two Pairs of Eyes.". In some Alaska Native communities, dominant society schools are powerful symbols of relationships such as political control, social domination, and cultural hegemony. Awareness of these symbolic associations can help school staff understand the implications of their roles and the resentment of village residents. (SV) EJ420523

Magagna, V. V. (1991). Communities of grain: rural rebellion in comparative perspective. Ithaca: Cornell University Press. Hn380.z9 c66 1991 307.1/412/094 Hn380.z9 c66 1991

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Magilvy, J. K., Congdon, J. G., Martinez, R. J., Davis, R., & Averill, J. (June 2000). Caring for our own: - Health care experiences of rural hispanic elders. Journal of Aging Studies, 14(2), 171-190(120). Many rural elders find access to health care a serious problem, and for ethnic minority rural populations such as Hispanics, language, cultural, and economic barriers further compound the problem. Based on one large longitudinal and three companion enthnographic studies of rural aging ang health care in which a large percentage of the participants were Hispanic, this article describes results of analysis and interpretation of findings across the four studies related to Hispanic families' experiences with health care. Three themes were identified: (1) taking care of our own: Hispanic families struggling to meet obligations; (2) spirituality as integral to life and health; and (3) acceptance or prejudice: understanding cultural differences. A description of observed patterns of utilization of specific health care services by older Hispanics and their families is included, and implications for health care delivery and research are addressed.

Manning, D. (1990). Hill Country Teacher: Oral Histories from the One-Room School and Beyond. Twayne's Oral History Series No. 3., 213p. This book presents the oral histories of one male and seven female retired teachers who began their careers during the 1920s and 1930s in one-room schools in the Texas hill country. These teachers continued to teach until after the desegregation of public schools in the 1960s. The married black couple included began teaching in rural Texas in 1931 and were largely responsible for the peaceful integration of public schools in Kerrville (Texas) during the years 1963- 66. The stories not only trace the development of teaching careers, but also preserve the unique experiences and contributions of a generation of teachers who pioneered in combining professional and family life. Included are memories of mandatory church attendance, prohibition of marriage for teachers, loss of students to World War II, and the isolation of life in rural communities. The relationship between teacher and community was very close. Teachers often taught in their home communities, and when teachers came from a distant community, they were encouraged to board with a school trustee to absorb local standards and customs. The stories also document important milestones in educational history related to integration, special education, consolidation of small rural schools, end of prohibition against marriage for women teachers, and end of school prayer. This book contains a 75-item bibliography, an index, and photographs. (LP) ED361155

Markve, R., & Others, A. (1992). The Entrepreneurial Model of Supported Employment. Paper presented at the Rural Special Education Quarterly, 11, 3, 14-19. Existing models of supported employment (individual placement, mobile crew, enclave, and benchwork models) have limited utility in rural areas. The Black Hills Special Services Cooperative (Sturgis, South Dakota) developed an entrepreneurial model that addresses the lack of rural employers and transportation problems by creating new businesses employing workers with and without disabilities. (SV) EJ458157

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Nabhan, G. P., & Trimble, S. (1994). The Geography of Childhood: Why Children Need Wild Places. The Concord Library., 209pp. Introduction by Robert Coles. This book considers how children form connections with the natural world, and questions what may happen to children denied exposure to wild placesa reality for many children today. Two men draw on memories of their own childhoods and on their experiences as naturalists and as fathers to tell stories of children learning about wild places and wildlife in settings that include empty city lots, suburban backyards, the Indiana Dunes, isolated Nevada sheep ranches, Native American communities in the Southwest, and rural Mexico. Eight essays discuss the ways that young children investigate and play in an outdoor place and thereby, make the place their own; children's development of competence and self-esteem through experiences in the natural world; rites of passage and how one young naturalist found his calling; differences in the ways that men and women relate to the land, and cultural restraints on women's outdoor behaviors and careers; environmental education through traditional family story telling versus television viewing; growing up on isolated Western ranches and the environmental attitudes of Westerners; fear of reptiles and developing an appreciation for all wildlife; and camping and hiking with dogs and children. Contains references in end notes. (SV) ED389508

Nagengast, C. (1991). Reluctant socialists, rural entrepreneurs: class, culture, and the Polish state. Boulder, Colo.: Westview Press. Hn538.5.n34 1991 307.72/09438

Nassauer, J. I. (1997). Placing nature: culture and landscape ecology. Washington, D.C.: Island Press. Qh541.15.l35 p58 1997 577.5/5

Nel, E., & Binns, T. (2000). Rural Self-Reliance Strategies in South Africa: Community Initiatives and External Support in the Former Black Homelands. Paper presented at the Journal of Rural Studies, 16, 3, 367-77 Jul 2000. An assessment of four community-based agricultural initiatives in South Africa's former Black Homelands indicates that the success of such ventures in terms of community self-reliance, job creation, and poverty alleviation depends upon access to markets; community resources and infrastructure; and training and technical assistance provided by external agencies. (Contains 45 references.) (SV) EJ608669

Newa, J. M. (1990). Libraries in National Literacy Education Programmes in Africa South of the Sahara: The State-of-the-Art. Paper presented at the International Library Review, 22, 2, 73-94 Jun. Examines the involvement of public and village libraries in literacy and postliteracy programs in Africa south of the Sahara during the last two decades. Issues discussed include the extent of illiteracy in Black Africa, populations served by village libraries, African rural strategies of development, and the implications for library services. (44 references) (CLB) EJ413596

Newton, E., Ed., & Knight, D., Ed. (1993). Understanding Change in Education: Rural and Remote Regions of Canada., 310p. This book consists of 13 essays focusing on successful developments in education in rural and remote regions across Canada. Essays examine the integration of local or Aboriginal culture into education, need for educational partnerships between parents and schools, importance of distance education in meeting the educational needs of rural students, issues concerning teacher supply and administration, professional development needs, and school improvement efforts. The final chapter summarizes factors facilitating educational change. Individual essays are as follows: (1) "Omachewa-Ispimewin: Education and Community in a Northern Saskatchewan Cree Village" (C. King); (2) "Educational Development in the N.W.T.: Creating Divisional Boards of Education" (G. B. Isherwood and K. B. Sorensen); (3) "Shared Services in Isolated School Districts: A Case Study" (D. Marshall); (4) "Cycles and Crisis Politics in an Educational Organization: P.E.I." (P. Garland); (5) "Parent Participation in Rural Schooling" (P. B. Wiebe and P. J. Murphy); (6) "Implementing Parental Involvement in Northern Manitoba Schools" (W. A. Gulka and B. Knudson); (7) "Program Equity in Small Rural Schools in Alberta" (L. Bosetti and T. Gee); (8) "Distance Education Technology: Equalizing Educational Opportunity for Students in Small Schools" (D. Downer and W. Downer); (9) "Engaging Students through Experiential Programs" (B. Sharp); (10) "Our Students, Our Future: A Study on the Implementation of Whole Language in the Dehcho, Northwest Territories" (B. Knudson); (11) "The Effect of Teacher Supply and Demand on Rural Education" (K. C. Sullivan and M. Sandell); (12) "The New Brunswick Centre for Educational Administration" (K. Cameron and R. Campbell); and (13) "Summary: Understanding Change in Education in Rural and Remote Regions of Canada" (D. Knight). Each chapter contains references. (LP) ED374954

Nix, M. (1993). Destructive Denial: A Century of Education in a Southern Town. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Summarizes the history of education in a rural, primarily African-American town in North Carolina as one of denial used as a coping mechanism for disappointment. Denial of real problems by blacks and whites has contributed to the town's weakened sense of community and its lack of a local school. (SLD) EJ480486

Noordhoff, K., & Kleinfeld, J. (Apr 1991). Preparing Teachers for Multicultural Classrooms: A Case Study in Rural Alaska. Draft., 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). This paper discusses issues involved in teaching culturally diverse students and questions current practices in multicultural teacher education. The central portion of the paper describes and discusses an alternative approach to multicultural teacher education through the Teachers for Alaska program at the University of Alaska Fairbanks. Teachers for Alaska (TFA) is a fifth-year certification program for secondary teachers which emphasizes preparation for very small high schools in remote Eskimo and Indian villages. Built around the idea that teacher education should help beginning teachers to learn experientially about their students and those students' families, the curriculum of this 10-month program is comprised of 6 tightly integrated blocks. Each block begins and ends with significant experiences in culturally diverse classrooms. An important activity in each block is the discussion of a teaching case study. The final block includes student teaching and a concluding seminar. The paper concludes by exploring ways to improve this specific program and multicultural teacher education in general. Thirty-six references are listed. (IAH) ED335312

Nord, M. (1995). Rural Poverty Rate Increases. Paper presented at the Rural Conditions and Trends, 6, 1, 28-29 Spr. Data from Current Population Surveys indicate that rural poverty increased from 1989 to 1993, one quarter of rural children live in poverty, the proportions of people in rural areas living alone and in single-parent families have increased, nonmetropolitan poverty remains highest in the South, and rural minorities continue to face especially severe economic disadvantages. (LP) EJ512529

Nord, M. (1997). Overcoming Persistent Povertyand Sinking into It. Income Trends in Persistent- Poverty and Other High-Poverty Rural Counties, 1989-94., 38pp. Paper presented at the Annual Meeting of the Rural Sociological Society (Toronto, Ontario, Canada, August 1997). Contains maps that will not reproduce adequately. In 1989, 31.6 percent of the rural poor lived in persistent-poverty counties (those with poverty rates exceeding 20 percent for every decennial census year since 1960), and an additional 12.6 percent lived in "new" high-poverty counties. While this represents less than half the rural poor, high and persistent poverty is of particular concern to policy makers because it results in inadequate resources to support public services such as education, and in economic and social milieux that depress the aspirations, expectations, and development of young people. This paper draws on the decennial censuses and on the Census Bureau's newly released Small Area Income and Poverty Estimates for 1993 to examine recent income and poverty trends in U.S. nonmetropolitan counties. Results suggest that, in general, economic conditions were improving in persistent-poverty and new high-poverty counties in the early 1990s. Trends differed regionally, with improvements concentrated in Appalachia and the Southeast and deteriorating conditions mostly west of the Mississippi River. Between 1989 and 1994, real per capita income declined in only 26 of the 535 persistent-poverty counties and in 31 of the 232 new high-poverty counties. Most counties with declining income were remote from urban centers, had high proportions of Hispanics or Native Americans, had high rates of natural increase (excess of births over deaths), or were disproportionately dependent on agriculture. Includes maps and data tables. (SV) ED412035

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O'Hare, W. p. C.-W., Brenda. (Jan 1992). The Rural Underclass: Examination of Multiple-Problem Populations in Urban and Rural Settings. Staff Working Papers., 33p. This study uses data from the U.S. Census' 1980 and 1990 Current Population Survey to examine characteristics of the underclass populations in rural and urban areas. The analysis assesses changes of metropolitan and nonmetropolitan underclass populations between 1980 and 1990, with special attention to race and geographic area. Underclass populations are defined as adults who: (1) have not completed high school; (2) receive public assistance; and (3) are single mothers or long-term unemployed. The prevalence of the underclass in rural areas (2.4%) was less than that in central cities (3.4%), but significantly higher than the level in suburban areas (1.1%). The rural poverty rate, like that of central cities, is above the national average. In rural areas, 55 percent of the underclass population is white, compared with only 17 percent in the cities. Females account for 47 percent of the rural underclass, compared with 60 percent in central cities. The rural underclass has proportionately fewer young adults (48%) and more people of preretirement age (59%). The likelihood of underclass membership among rural minorities (Blacks and Hispanics) is higher than it is for those in central cities. The rural underclass is highly concentrated in the South, whereas the urban underclass is evenly divided among census regions. The data support the idea of a black underclass migration from the rural South to Northern cities. This data requires further testing before any conclusions can be drawn. (TES) ED354119

Obermiller, P. J., & Handy, W. S. (Mar 1992). Health Education Strategies for Urban Blacks and Appalachians., 23p. A case study was done of Black, Appalachian, and non-Appalachian White populations in the greater Cincinnati (Ohio) area to examine the health status, health maintenance activities, and sources of health and wellness information for each group in order to discern patterns of behavior that would form the basis for an effective health promotion program. The study used data from the 1989 Greater Cincinnati Survey that included 175 Black, 160 Appalachian White, and 575 non- Appalachian White residents. Findings include the following: (1) Blacks showed more concern about their health than did the two White groups; (2) Blacks were more likely and Appalachians were the least likely to use emergency care services; (3) all groups had about the same number of physical check-ups; (4) non- Appalachian Whites had the lowest and Blacks had the highest number of doctor visits; (5) the two White groups were hospitalized at a significantly lower rate than the Blacks; (6) more Appalachian Whites were out of both the labor force and the school population; (7) sources of health care information included doctors, nurses, relatives, the media, and friends; and (8) for wellness information, Appalachian Whites and Blacks looked to health professionals and the media, while non-Appalachian Whites used the media. A concluding section offers a discussion and recommendations. Twelve tables present the data. (JB) ED347258

Oggins, J. (1997). Taking Care of Our Own: Native Americans Dealing with HIV. Paper presented at the Native Americas, 14, 1, 42-49 Spr. Native leaders are providing education and care for people with HIV despite funding cuts, ignorance about HIV, and greater tribal concern about other issues. Yet, issues are complex and include reluctance of Native Americans to be tested; lack of accurate information about HIV incidence, particularly in rural areas; misconceptions about HIV; lack of health education programs; and financial problems. (SV) EJ546413

Oliver, H. T. (Feb 1997). Taking Action in Rural Mississippi: Uniting Academic Studies and Community Service through Project D.R.E.A.M.S., 15pp. Paper presented at the Annual International Conference of the International Partnership for Service-Learning (14th, Kingston, Jamaica, February 20-23, 1997). This paper describes an innovative service learning program developed at Rust College in Holly Springs, Mississippi, a historically black college in a poor rural area. Project DREAMS (Developing Responsibility through Education, Affirmation, Mentoring, and Service) involves college student volunteers serving as tutors and mentors to elementary school students in two local school districts. In the inaugural year, the primary function of the program was to market and define service learning, to identify and provide technical assistance to faculty, and to assure academic integrity. The program then began to implement service learning across the curriculum and build service learning community partnerships. During the Spring 1997 semester 57 Rust College volunteers participated in service learning programs impacting upward of 500 K-4 students. Student volunteers are required to attend an initial orientation and training session, complete an application form, submit a letter of recommendation from a professor, sign a 20-hour service contract, keep a journal of service activities, complete assigned readings, write a reflective paper on the service experience, and make a classroom presentation on the experience. So far, 34 percent of the faculty have integrated a service learning component into their courses. (Contains 13 references.) (MDM) ED406905

Olson, T. (1995). Walker Calhoun: Cherokee Song and Dance Man. Interview. Paper presented at the Appalachian Journal, 23, 1, 70-77 Fall. Born in 1918, the youngest of 12 children, Walker Calhoun describes growing up on the Cherokee Reservation in North Carolina. The schools turned the Cherokee against their old ways, but Walker learned many old songs and dances from his uncle, Will West. Since retirement, Walker has taught the dances and songs to children. His material has been taped. (TD) EJ516766

Orr, W. (1982). Deer forests, landlords and crofters: the Western Highlands in Victorian and Edwardian times. Edinburgh Atlantic Highlands, N.J.: J. Donald ; Exclusive distribution in the United States of America and Canada by Humanities Press. Hd615

Ostwalt, C., & Pollitt, P. (1993). The Salem School and Orphanage. White Missionaries, Black School. Paper presented at the Appalachian Journal, 20, 3, 264-75 Spr. Traces the establishment of the Salem School and Orphanage for African Americans in Elk Park, North Carolina in the late nineteenth century, when mission work on behalf of African Americans in Appalachia was rare. The school was started by Emily Prudden and run by White Mennonite missionaries who faced threats and racism from the surrounding community. (KS) EJ464580

Ownby, T. (1990). Subduing Satan: religion, recreation, and manhood in the rural South, 1865-1920. Chapel Hill: University of North Carolina Press. F215.o87 1990 306/.0975 F215.o87 1990

Ownby, T. (1999). American dreams in Mississippi: consumers, poverty, & culture, 1830-1998. Chapel Hill: University of North Carolina Press. Hc107.m73 c66 1999 339.4/7/09762

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Pesek, J. G. (1993). Recruiting and Retaining Teachers in Pennsylvania's Rural School Districts. Paper presented at the Rural Educator, 14, 3, 25-30 Spr. A survey of 115 rural Pennsylvania principals examined the effectiveness of various recruitment sources for teachers. Substitute teacher lists were the most often used recruiting source. Problems in recruiting for "hard to fill" positions and the effectiveness of various methods for recruiting minorities are discussed. (LP) EJ467649

Petchesky, R. P., Judd, K., & International Reproductive Rights Research Action Group. (1998). Negotiating reproductive rights: women's perspectives across countries and cultures. London ; New York: Zed Books. Hq766.n46 1998 363.9/6

Pettegree, A. (2000). The Reformation world. London ; New York: Routledge. Br305.2.r44 2000 274/.06

Philipsen, M. (1993). Values-Spoken and Values-Lived: Female African Americans' Educational Experiences in Rural North Carolina. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Focuses on the academic decision making of several female African Americans in a rural southern (primarily African-American) town by considering their personal school experiences and their interpretations of the value of education in their community contexts. Preliminary findings show many contradictions between educational beliefs and actual behavior. (SLD) EJ480489

Phillips, J., & Others, A. (Nov 1996). Culture, Community, and Schooling in Delta County: State Assistance and School Change in Schools That Would Never Change., 16pp. Paper presented at the Annual Meeting of the American Educational Studies Association (Montreal, Quebec, Canada, November 6-10, 1996). This paper describes efforts to improve education in a poor rural Mississippi school district that failed to meet minimum state educational standards. Part of the Mississippi Delta, the county school district is rural and agricultural, contains no large towns or cities, and is characterized by declining population and pervasive poverty. African Americans make up 60 percent of the population but virtually all of the public school enrollment. In 1995 the district was placed on probation due to low standardized test scores, and state education officials and educational consultants came to the district to assist with a 15-month improvement period. Strategies included narrowing the focus of the curriculum and aligning it with the state mandated test, the Iowa Test of Basic Skills; repairing and cleaning badly deteriorated school buildings; providing principal workshops on assessment practices and building maintenance; providing teachers with professional development on implementation of new curricula and instructional techniques and development of instructional units; aligning activities in the computer lab with curriculum objectives; and training a cadre of teachers in reading skills. Obstacles to change included buildings in very bad condition, lack of air conditioning in the oppressive delta heat, endless delays in repairs and equipment installation, hiring of ill-qualified teachers due to the shortage of applicants, and negative attitudes. Although a few teachers and administrators desired to move mountains, many teachers exhibited a tolerance for lack of order, harshness toward children, and acceptance of poor student achievement. (SV) ED405148

Picciotto, R., Rist, R. C., & American Evaluation Association. (1995). Evaluating country development policies and programs: new approaches for a new agenda. San Francisco: Jossey-Bass Pub. H62.a1

Popenoe, W. (1920). Manual of tropical and subtropical fruits: excluding the banana, coconut, pineapple, citrus fruits, olive, and fig. New York: The Macmillan Company. Sb359.p55 634 634.p811 634 p811 scienc

Porras, S. P. L. (1998). Vulnerable Refugees. Discussion Paper. This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the acquisition of literacy skills in Spanish is a necessary first step before acquiring similar literacy in English or French. Literacy is viewed as more than just reading and writing, but a necessary tool for problem solving in every-day life in a modern society. Other useful resources are provided. (KFT) ED440534

Prater, G., & Others, A. (1996). The Rural Special Education Project: A School-Based Program That Prepares Special Educators to Teach Native American Students. Paper presented at the Rural Special Education Quarterly, 15, 1, 3-12 Win. A Northern Arizona University program prepares preservice special education teachers to work with Native American children and families. University students live on the Navajo reservation and receive practical classroom experience at Kayenta Unified School District (Arizona). Anglo students are paired with Navajo students who act as "cultural advisers." Includes suggestions for implementing intensive school-based teacher preparation programs. (LP) EJ523561

Pressman, S. (1994). Poverty in America: An Annotated Bibliography. Magill Bibliographies., 313p. This bibliography is a comprehensive treatment of poverty in the United States. It summarizes the major economic, literary, sociological, historical, and other social-science literature written over the past century on this topic. In addition to general descriptions of the measurement, causes, and consequences of poverty, individual chapters address the history of poverty in the United States, the development of poverty measures and their limitations, the problems with the current U.S. welfare system as a means of reducing poverty. Individual Chapters also address the impoverishment of specific groups of Americanswomen, children, minorities, residents of urban ghettos, and those who live in rural areas of the United States. The evaluations of individual contributions relate the writings to one another and provide a perspective on poverty and its prevention. Of particular interest to those concerned with education are Chapter 5, section d, "School Performance and Education," and Chapter 7, "The Poverty of Children," with sections on the consequences of childhood poverty and on policy solutions. Chapter 8, "The Poverty of Minorities," lists works that explore the poverty of minority populations and focus on specific minority groups and the problems of young families. In Chapter 13, a section on child and family allowances lists works that relate to nonwelfare antipoverty policy. Each entry contains an extensive annotation discussing content and emphases. (Author/SLD) ED377292

Price, R. K., Shea, B. M., & Mookherjee, H. N. (1995). Social psychiatry across cultures: studies from North America, Asia, Europe, and Africa. New York: Plenum Press. Rc455.s598 1995 616.89 scist

Paez, D., & Fletcher-Carter, R. (Mar 1997). Exploring the Personal Cultures of Rural Culturally Diverse Students., 9pp. In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. Culturally diverse minority groups make up 40 percent of America's deaf and hearing-impaired school population but only 14 percent of special education teachers. In addition, 90 percent of deaf students have parents who can hear, and one-third reside in rural areas. Although they are primarily Euro-American, hearing, and untrained in deaf education, teachers have the primary responsibility for exposing culturally diverse deaf children to their ethnic roots and their deaf culture. The Personal Culture Form allows teachers to explore cultural variables related to values and behaviors, sense of group membership, experiences of minority status, and transforming life events in the contexts of family, neighborhood, community, school, and individual student. Cultural brokers such as parents, other family members, community members, and minority-group school personnel should be called upon to help the teacher fill in the form and discuss the cultural variables. The Curricular Strategy Form can be used for generating educational strategies to address those variables that are not shared across contexts. Six steps explain how to use the forms, and a case study of an American Indian deaf child of hearing parents demonstrates how knowledge of a student's cultural background is used to make learning relevant and enhance parent and family involvement in the school. The two forms are included. (SV) ED406109

Palmer, P. (1998). Listening for the Reindeer's Heartbeat: An Interview with Harald Gaski. Paper presented at the Winds of Change, 13, 2, 14-20 Spr. In this interview, Professor Harald Gaski, a Sami from Arctic Norway, notes similarities and differences in Sami and American-Indian cultures related to forced boarding schools for assimilation purposes, traditional education, religion, "yoiking" (singing) and music, connection to nature, and tribal schools. He advocates the international cooperation of indigenous communities. (SAS) EJ570825

Patterson, S. R. (1994). Increasing Parental Involvement in Grades One, Four, and Five in a Rural Elementary School., 74pp. Ed.D. Practicum, Nova Southeastern University. A program implemented in a rural elementary school in Florida had the goal of increasing parental involvement of students in grades 1, 4, and 5. The majority of students in the school were black, came from single-parent homes, and were considered low-income. Prior to program implementation, a parent survey revealed that of 53 parents, 21 read to their children, 29 assisted with homework, and 17 discussed school activities with their children. The program centered on workshops held over a 3-month period to teach parents techniques for helping their children with homework assignments. Homework activities requiring parental participation were sent home to bridge the gap for parents unable to attend workshops. In addition, parents were encouraged to volunteer in classroom activities, attend field trips, and schedule parent-teacher conferences. Additionally, workshops were held over a 5-month period to teach parents techniques for improving students' antisocial behaviors. A handbook was distributed to parents that provided an overview of capitalization, punctuation, definitions of parts of speech, sentences and nonsentences, parts of a friendly letter, and key mathematics terms. Program evaluation revealed that the program was somewhat successful in increasing parental involvement, and parents rated the program as beneficial. However, parent participation was not consistent, and it was noted that workshops should be held consecutively over a 1- or 2-week period to maintain parental motivation and involvement. Appendices include parent survey, program evaluation forms, and other forms used in program implementation. (LP) ED389480

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Raisch, D. W., & Others, A. (1993). Development and Qualitative Evaluation of Rural Ambulatory Care Clinical Clerkships. Paper presented at the American Journal of Pharmaceutical Education, 57, 4 p333-39 Win. A University of New Mexico pharmacy clerkship in Indian Health Service rural ambulatory clinics is described and its results compared with an urban hospital clerkship. Unique benefits to participants included improved skills in patient counseling and chart screening, more hands-on experience, extensive individual physician consultations, and opportunities to serve several clinic types. (Author/MSE) EJ477832

Ramarumo, M. M. ([1994). The Relevance of Family Literacy in the Education of a Child., 11p. Family literacy is relevant in the education of the child, especially in the South African context with its millions of people, especially those in disadvantaged rural areas, who are currently illiterate or insufficiently literate. The level of literacy in the home and a child's exposure to learning experiences influence the success of instruction at school, which in turn forms the key to scholastic and later vocational achievement. The home environment should provide a more basic type of learning than that done in schools. This includes the following: learning to learn, motivating the child to find pleasure in learning, and developing the child's ability to attend to others, engage in purposeful action, and view adults as sources of information and reward. Black parents, especially in disadvantaged rural communities, must be trained to realize the importance of their role in encouraging and assisting their children in doing well in school. Low-literate persons who are or will be parents should be empowered to contribute meaningfully to their children's education. The first step to empowering them is to improve the literacy of family units. Adult basic education programs catering to diversified needs are essential to bring about intergenerational literacy. Adult basic education and training in South Africa must shift its focus to family literacy. (Contains 10 references.) (YLB) ED381628

Rand, M. R. (Aug 1991). Crime and the Nation's Households, 1990. Bureau of Justice Statistics Bulletin. The National Crime Victimization Survey (NCVS) collects data on crimes that are not reported to the police as well as those that are reported. Because some crimes are difficult or impossible to examine in a general population survey, the NCVS measures only the personal victimizations of rape, robbery, assault, and theft, and the household crimes of theft, burglary, and motor vehicle theft. The percentage of households experiencing a crime has not shown a statistically significant year-to-year increase since the inception of the indicator in 1975. In 1990 white households were less likely to fall victim to a measured crime than black households and households of other races. Households with higher incomes were more susceptible to theft or attempted theft than were lower-income households. In 1990 households in urban areas continued to be the most likely, and those in rural areas continued to be the least likely to be touched by crime. During 1990, as in the four previous years, households in the Northeast were the least vulnerable to crime, while those in the West were the most. In general, the more people in a household, the greater its susceptibility to crime. In 1990, 1 in 14 households in the nation was burglarized or had a member who was the victim of a violent crime committed by a stranger. Black households were not only more vulnerable to crime than white households but were also more likely, if victimized, to report a serious violent crime or a crime of high concern. Population movements and changes in household composition have affected the overall downward trend that the households-victimized-by-crime indicator has shown since 1975. (A discussion of the NCVS methodology is included.) (LLL) ED336695

Rankin, B. H., & Falk, W. W. (1991). Race, Region, and Earnings: Blacks and Whites in the South. Paper presented at the Theme issue with title "Minorities in Rural Society.". In 1980, residence in the "Black Belt" of the South depressed earnings for Blacks and Whites about equally. Census data did not support the hypothesis that Blacks would be penalized more in the Black Belt than in the rest of the South. Contains 37 references. (Author/SV) EJ433452

Reay, B. (1996). Microhistories: demography, society, and culture in rural England, 1800-1930. Cambridge ; New York: Cambridge University press. Hq759.98.r43 1996 301/.09422/3

Reyhner, J., & Others, A. (1995). Inservice Needs of Rural Reservation Teachers. Paper presented at the Rural Educator, 16, 2, 10-15 Win. Inservice programs are needed to make rural teachers of Native American students more responsive to their unique needs and to increase educational relevance by integrating material from Native culture. Suggestions for teacher inservice programs include Native educational history, dropout research, sociocultural factors, language development, and Native curriculum. (LP) EJ500101

Reynnells, M. L., Comp. (1997). Federal Funding Sources for Rural Areas: Fiscal Year 1998. Rural Information Center Publications Series, No. 59. Revised Edition., 146p. This publication lists 265 federal funding programs available to rural areas. The programs were selected from the Catalog of Federal Domestic Assistance, 1997, which is available online from FAPRS (the Federal Assistance Programs Retrieval System). Entries are listed under the following federal departments or agencies: Department of Agriculture, Appalachian Regional Commission, Department of Commerce, Department of Defense, Department of Education, Department of Energy, Environmental Protection Agency, Federal Emergency Management Agency, Department of Health and Human Services, Housing and Urban Development, Department of Interior, Department of Justice, Department of Labor, National Credit Union Administration, National Endowment for the Arts and National Foundation on the Arts and the Humanities, Small Business Administration, Tennessee Valley Authority, Department of Transportation, and Corporation for National and Community Service. Each entry contains the name of the sponsoring agency, program objectives, types of assistance available, uses and use restrictions, eligibility criteria, contact information, and examples of funded projects. Approximately 53 programs are directly concerned with education, training, or schools. Other subjects include child welfare, human and social services, rural and community development, health programs, housing, American Indian programs, migrant programs, law enforcement, small businesses, and water resources. A subject index is included. (SV) ED412064

Richardson, M. (1974). The human mirror: material and spatial images of man. Baton Rouge: Louisiana State University Press. Gn320.r52 301.2

Rösener, W. (2000). Kommunikation in der ländlichen Gesellschaft vom Mittelalter bis zur Moderne. Göttingen: Vandenhoeck & Ruprecht. P92.e9 Dd2 P92.e85

Rossi, R. J., Ed. (1994). Schools and Students At Risk. Context and Framework for Positive Change., 327p. This book presents essays from educational reformers who examine efforts aimed at students at risk for failure in U.S. schools. It is divided into four parts. Part 1 considers the factors that place children at risk for educational failure. Part 2 describes the dangers for students of a system that fails to recognize and appreciate their distinctive abilities to learn. Part 3 provides a review of the latest reform efforts at the school, district, and state levels. Part 4 offers new models and analyzes the most current information about the role of schools and how they may best serve students who are at risk. Essays and their authors are as follows: "Becoming at Risk of Failure in America's Schools" (Alesia F. Montgomery and Robert J. Rossi); "Rising to the Challenge: Emerging Strategies for Educating Youth at Risk" (Nettie Legters and Edward L. McDill); "Cultural Dissonance as a Risk Factor in the Development of Students" (Edmund W. Gordon and Constance Yowell); "The Cultural Context of American Indian Education and Its Relevance to Educational Reform Efforts" (Grayson Noley); "'Look Me in the Eye': A Hispanic Cultural Perspective on School Reform" (Rafael Valdivieso and Siobhan Nicolau); "Harvesting Talent and Culture: African-American Children and Educational Reform" (A. Wade Boykin); "Keeping High-Risk Chicano Students in School: Lessons from a Los Angeles Middle School Dropout Prevention Program" (Russell W. Rumberger and Katherine A. Larson); "Char(ter)ing Urban School Reform" (Michelle Fine); "The Dropout Prevention Initiative in New York City: Educational Reforms for At-Risk Students" (Joseph C. Grannis); "Chicago School Reform: A Response on Unmet Needs of Students At Risk" (G. Alfred Hess, Jr.); "Children At Risk in America's Rural Schools: Economic and Cultural Dimensions" (Alan J. DeYoung); "Dropout Prevention in Theory and Practice" (James M. McPartland); and "Identifying and Addressing Organizational Barriers to Reform" (Samuel C. Stringfield). Contains an index. (GLR) ED374179

Rotberg, R. I. (1997). Haiti renewed: political and economic prospects. Washington, D.C. Cambridge, Mass.: Brookings Institution Press ; World Peace Foundation. Jl1090.h35 1997 972.9407/3

Rothlisberg, A. P. ([1991). Marketing Reference Services through Bibliographic Instruction at Northland Pioneer College., 24p. This report describes how the bibliographic instruction program at the learning resource center of Arizona's Northland Pioneer College (NPC) tries to encourage potential patrons to become aware of, and use, the library's services. It is noted that NPC serves a widely scattered geographic area with a diverse, isolated service population which is inclusive of three Indian tribes. Included in this report are a list of the available library services and a detailed description of the bibliographic instruction program, "LIB 145Library Research Skills." This description includes a listing of the eight major goals and specific objectives designed to enable students to achieve those goals. The report concludes with discussions of each of the eight goals, which involve learning how to: (1) locate main items in the learning resource center (LRC); (2) use the card catalog; (3) become able to locate books on shelves; (4) use the Reader's Guide to Periodical Literature; (5) use encyclopedias, dictionaries, and almanacs; (6) formulate research strategies; (7) write footnotes and bibliographic citations; and (8) order materials through interlibrary loan. (MAB) ED332706

Rugeley, T. (2001). Of wonders and wise men: religion and popular cultures in southeast Mexico, 1800-1876 ( 1st ed.). Austin: University of Texas Press. Bl2560.m6 r84 2001 277.2/6081

Rugh, S. S. (2001). Our common country: family farming, culture, and community in the nineteenth-century Midwest. Bloomington: Indiana University Press. Hn79.a14 r84 2001 307.72/0977

Ruth, A., Ed. (1994). One Room Schools in Iowa. Paper presented at the 33pp. "The Goldfinch" presents Iowa History for Young People. This issue focuses on one-room school houses in Iowa. At one time, almost 14,000 one-room schools dotted Iowa's rural landscape. Articles explore Native American schools of the past and present, segregation of black students, and Amish schools. An article remembering one-room schools describes the early schools from 1830 to 1858, township schools from 1858 to 1872, expanding communities and schools, and the compulsory education law passed in 1902 which required all children between the ages of 7 and 14 to attend school. An article on consolidating one-room schools describes changes in which Iowa went from having more one-room schools than any state in the nation to 1965 when the Iowa legislature passed a law ordering all schools to become part of legal school districts with high schools. By July 1, 1967, most of Iowa's one-room schools were closed. Another article discusses changes in transportation to and from schools for Iowa students. Pictures include children walking and riding ponies, and a horse-drawn hack used to transport students to consolidated schools until the 1940s. A series of photographs show pre-1920s Iowa students, teachers, and schools; questions to be answered by students after examining the pictures are included. This issue contains an article on the lives of teachers in the one-room schools, a crossword puzzle, a short story, biographical sketches of three people who made a difference in Iowa's country schools, a cartoon, and articles on playing and learning in the past. (DK) ED380380

Rybakov, B. A. (1959). Ocherki po istorii russko*i derevni X-XIII v.v. Moskva: Izd-vo "Sovetska*i*a Rossi*i*a". Dk1

S

Street, R. S., & Orozco, S. (1992). Organizing for Our Lives: New Voices from Rural Communities., 115pp. Foreword by Cesar Chavez. Since the late 1970s, California's rural poor (frequently immigrants and refugees) have been engaged in grassroots efforts to change the cultural and political landscapes of their communities. Told in the words of rural people, this book presents six stories of struggle and empowerment. In Yuba City, Latino and East Indian farmworkers felt that their children's educational needs were not being met. They formed the Migrant Parents Advisory Committee, a multicultural trilingual advocacy group that has shaped migrant school programs, lobbied successfully for additional bilingual counselors and a Latina principal, worked with the school district to open a preschool, and gone into classrooms to teach Latino and Punjabi history and culture. Other stories are about: (1) farmworkers, farmers, and environmentalists forming a coalition to fight a toxic waste incinerator in Kettleman City; (2) a Mexican-American women's group in the Coachella Valley addressing the needs of campesinas and their families by disseminating health-education information, lobbying school boards, working to curb domestic violence, and participating in political campaigns; (3) Hmong refugees building a new community through their art and farming skills; (4) farmworker families organizing a cooperative housing community in Soledad; and (5) Mexican and Central American farmworkers struggling to rise above the poverty of shanty towns in the canyons of San Diego County. This document contains many photographs. (SV) ED367523

Stropko, S., & Others, A. (Mar 1993). The Career Ladder Program as a Catalyst for Reform., 41pp. Paper presented at the National Conference on Creating the Quality School (2nd, Oklahoma City, OK, March 25-27, 1993). This report describes the Career Ladder Program at Ganado Unified School District 20, which serves approximately 2,000 students in grades K-12 in the Navajo Nation in rural northeastern Arizona. A committee of teachers and principals developed a model that influenced the evolution of the district and school system from conventional management to a quality-school management model. Program components include outcome-based education, teacher reflective practice, performance-based teacher evaluation and compensation, and a teacher evaluation model based on student outcomes. As a result of the program, positive changes have occurred in teacher empowerment, program planning and management, communication, teacher evaluation, student assessment, curriculum alignment, and professional development. A comparison between the career ladder program model and a conventional management model indicates that the career ladder program approach has led to reform at the local level, teacher empowerment, and improvement of student and teacher performance. Graphics illustrate the career ladder program model. (LP) ED360130

Stropko, S., & Others, A. (Oct 1992). Restructuring PartnershipCentral Office and School Site Collaboration for School Improvement., 25pp. Paper presented at the Convention of the National Rural Education Association (84th, Traverse City, MI, October 12-14, 1992). Located within the Navajo Nation, Ganado Public Schools are committed to improving educational services through a long-term district restructuring process. This process involves: (1) strategic planning and envisioning sessions that generate concrete details of future schools; (2) reorganization of personnel to support curriculum development and implementation; (3) school-based improvement projects; and (4) the Career Ladder Program. This paper focuses on elements of the restructuring process that promote improvement through collaboration between the central administration and the schools. One element, the Career Ladder Program, is an Arizona state pilot project that compensates teachers based on performance and student outcomes. The Career Ladder Program emphasizes collaboration and collegiality among teachers, improvement of instructional strategies, and development of teacher leadership skills relevant to site-based improvement projects. The Foundations of Learning is a culturally relevant curriculum model based on Navajo beliefs and traditions. The Career Ladder Program is collaborating with curriculum support staff to complete alignment of the Foundations of Learning with culturally relevant assessments and interactive instructional strategies. At Ganado High School, the faculty council manages the budget through a collaborative planning process. (SV) ED356126

Sullivan, K., Ed. (1998). Education and Changes in the Pacific Rim: Meeting the Challenges. Oxford Studies in Comparative Education Series. Paper presented at the 269p. This book on education and challenges in the Pacific Rim contains 12 papers as follows: "Introduction: Education Issues in the Pacific Rim" (Keith Sullivan); "We Can Change Tomorrow by What We Do Today: Aboriginal Teacher Education in Canada" (Lynn McAlpine); "Judging Education: Implications of the Canadian Charter of Rights and Freedoms" (Jonathan L. Black-Branch); "Under the New Hegemonic Alliance: Conservatism and Educational Policy in the United States" (Michael W. Apple); "Training Rural Teachers in the Peruvian Andes" (John Wolforth); "Issues for Education in the South Pacific: Education and Change in the Kingdom of Tonga" ('Ana Koloto); "The Great New Zealand Education Experiment and the Issue of Teachers as Professionals" (Keith Sullivan); "Maori Education: Looking Back to the Future" (Kathie Irwin); "From Corporate to Supply-Side Federalism? Narrowing the Australian Education Policy Agenda" (John Knight and Merle Warry); "The Little Asian Tigers: Identities, Differences and Globalisation" (Anthony Sweeting and Paul Morris); "State Policy on Innovations for Education: Implications and Tasks for Japan" (Shin'ichi Suzuki); and "The Metamorphosis of China's Higher Education in the 1990s" (Limin Bai). (Papers contain references.) (SM) ED418960 Available from: Triangle Books, P.O. Box 65, Wallingford, Oxfordshire OX10 0YG, United Kingdom.

Summers, G. F., Ed. (1997). Working Together for a Change: Creating Pathways from Poverty., 47pp. Some pages are printed on colored paper or contain superimposed images, both of which may affect legibility. In this report, the Rural Sociological Society Task Force on Persistent Rural Poverty presents 11 Pathways from Poverty (PfP) state-team efforts and accomplishments. Education and training are themes that appear here and there throughout the strategies described. Many PfP state teams have formed alliances with state rural development councils that are funded jointly by state and federal governments and administered through the U.S. Department of Agriculture. Chapters are: (1) "Who's Poor in Rural America?" (Gene F. Summers, Jennifer Sherman) gives comparative statistics and national demographics; (2) "West Virginia: Good Things Come in Small Bunches" (Marc Kennedy) describes small business entrepreneurs; (3) "New York: Expert Advice" (Bill Lueders) explains the state's principles for turning vision into reality; (4) "Connecticut: Welfare Simulation, Networking Opens Doors to Understanding" (Bill Keenan) describes a sensitization process to foster awareness toward welfare participants; (5) "Maine: Building Highways of Knowledge and Experience" (Jeff Ford) describes putting knowledge about and experiences from poor people on-line; (6) "Oklahoma: A Portrait of Poverty" (Judith Davidoff) describes an ethnographic field study to give a human dimension to aggregate statistical data; (7) "South Carolina: Growing Leaders from the Grass Roots" (Linda Falkenstein) reports on networking with community groups; (8) "Ohio: Appalachia Savors Its Past as It Looks to Its Future" (Marc Kennedy) reports on a resource booklet cataloging low- cost anti-poverty projects; (9) "Montana: Breaking New Ground" (Elizabeth McBride) reports on affordable housing; (10) "New Mexico: The Pueblo Perspective" (Jeff Ford) describes cultural approaches to job training and development; (11) "Minnesota: Sowing Solutions" (Jeanne Dosch) describes two community-based pilot projects; (12) "Guam: Island Swept Up in a Tide of Change" (Harvey Black) focuses on parental needs; and (13) "Rules for Working Together" (Gene F. Summers) lists 10 guiding principles for creating and sustaining pathways from poverty. Members of the Task Force on Persistent Rural Poverty, regional centers, and state teams are listed. (SAS) ED421307

Summers, G. F., Compp. And Others. (Jul 1993). Rural Poverty: A Teaching Guide and Sourcebook., 118p. During an extensive search for college curricula focused on rural poverty, the Rural Sociological Society's Task Force on Persistent Rural Poverty identified only a dozen such courses being taught in the United States today. This guidebook provides professors and instructors with a conveniently organized set of sample syllabi and instructional resources for introducing students to rural poverty in America. Parts I and II contain complete syllabi of four courses devoted entirely to rural poverty and of three courses that incorporate rural poverty as a major element. "The Economics of Poverty: Human Resources and Public Policy" (Refugio I. Rochin) emphasizes economic dimensions of rural poverty and public policy "remedies." In "Rural Minorities and Poverty in the U.S." (Gene F. Summers), students concentrate on rural counties characterized by persistent poverty and minority group population, and use theories of poverty to construct a public policy program. "New Challenges of Poverty in Appalachia" (Sally Ward Maggard) is a summer honors course taught by correspondence to students with first-hand experience of poverty. "Rural Minority Groups and Poverty" (Bruce Williams) is a summer course focusing on poverty among African Americans in the Mississippi Delta. "Social Psychology of the Disadvantaged" (Andre D. Hammonds) emphasizes theories of poverty causation and attitudes toward poverty of the poor and nonpoor. "Poverty in the United States: Social and Demographic Dimensions" (Leif Jensen) is a graduate course with an experiential element. "Social Problems" (Allison B. Lee) focuses on social stratification and consequent inequalities, and features student research and "reaction journals." Part III lists over 500 teaching resources, including textbooks; statistical resources; organizations concerned with rural poverty; films and videos (with annotations); bibliographies, journal articles, and book chapters (with topic index); and anthologies, books, and monographs. (SV) ED370751

Swanson, J. D. (1995). Gifted African-American Children in Rural Schools: Searching for the Answers. Paper presented at the Roeper Review, 17, 4, 261-66 May-Jun. Information is provided on South Carolina's Project SEARCH, which is designed to identify and serve potentially gifted rural African American children in the regular classroom. Nontraditional measures of giftedness, teacher development initiatives, instructional material selection, strengthening collaboration, and problems encountered are discussed. (SW) EJ506648

Swanson, J. D. (1995). Project SEARCH: Selection, Enrichment, and Acceleration of Rural Children. Final Report., 97p. This final report describes the activities of Project Search (Selection Enrichment and Acceleration of Rural Children), a project funded by a federal Javits grant to address the identification of young gifted and talented students from underrepresented populations and to develop a model for providing appropriate services for young, potentially gifted children. The project focused on three pilot school sites in rural areas of the Charleston County School District in South Carolina. All three school served a majority of African American children. The project began with kindergarten classrooms and then added second and third grade classrooms. By the end of the project, staff directly affected more than 450 students and 26 teachers and principals. Assessment instruments were used to evaluate students' intelligence, academics, creativity, and social leadership; student portfolios were also used for identification of the top 10-15 percent of students. The project developed an inclusive classroom model for nurturing giftedness that involved curriculum development and teacher training. Classroom strategies included higher level questioning and dialog, open- ended and project-based assignments, varied materials and hands-on activities with students, and opportunities for self-directed activities. The report includes the final dissemination packet on promising practices, information about assessment instruments, and an evaluation. (CR) ED417562

Swanson, L. L. (1999). Minorities Represent Growing Share of Tomorrow's Work Force. "Socioeconomic Conditions.". Paper presented at the Theme issue. Minorities constitute an increasing proportion of the population, particularly among children and younger working-age adults. In rural areas, the minority population is small overall but highly concentrated in certain areas; includes a high proportion of children; and is characterized by low education and employment levels. Education and employment opportunities of rural minority youth should be addressed. (Author/SV) EJ582538

Swanson, L. L., Ed. (August 1996). Racial/Ethnic Minorities in Rural Areas: Progress and Stagnation, 1980-90. Rural minorities lag behind rural Whites and urban minorities on many crucial economic and social measures. This collection of 10 papers examines rural Black, Hispanic, Native American, and Asian and Pacific Islander populations and their economic well-being in the 1980s, an economically difficult decade for rural areas. Results show minimal minority progress as measured by changes in occupation, income, and poverty rates. However, the type and speed of progress were quite different among minority groups and between men and women of the same minority group. Results show considerable diversity among groups in the characteristics associated with poor economic outcomes. These characteristics included unemployment, low English proficiency, concentration in agricultural employment, low educational attainment and skill levels, and geographic isolation. Following an introduction by Linda L. Swanson, the papers are: "Education and Rural Minority Job Opportunities" (David A. McGranahan, Kathleen Kassel); "The Ethnic Dimension of Persistent Poverty in Rural and Small-Town Areas" (Calvin L. Beale); "Rural Child Poverty and the Role of Family Structure" (Linda L. Swanson, Laarni T. Dacquel); "Age and Family Structure, by Race/Ethnicity and Place of Residence, 1980-90" (Carolyn C. Rogers); "Increasing Black-White Separation in the Plantation South, 1970-90" (John B. Cromartie, Calvin L. Beale); "Trends in Occupational Status among Rural Southern Blacks" (Robert M. Gibbs); "Education and the Economic Status of Blacks" (Margaret A. Butler); "Hispanics in Rural America: The Influence of Immigration and Language on Economic Well-Being" (Anne B.W. Effland, Kathleen Kassel); "American Indians: Economic Opportunities and Development" (Deborah M. Tootle); and "Asians and Pacific Islanders in Rural and Small-Town America" (Calvin L. Beale). Appendix contains figures and data tables of socioeconomic indicators. (Individual papers contain references.) (SV) ED436328

Swenson, C., Baxter, J., Shetterly, S., Scarbro, S., & Hamman, R. (2000). Depressive Symptoms in Hispanic and Non-Hispanic White Rural Elderly: The San Luis Valley Health and Aging Study. American Journal of Epidemiology, 152(11), 1048-1055.

Swindell, R., & Phelps, M. (17 Mar 1991). Designing and Implementing Science Enrichment Programs for Rural Females., 14pp. In: Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. This paper describes a program implemented by Tennessee Technological University that provided a science enrichment program for disadvantaged and minority high school feamles in the rural areas surrounding the university and from inner city schools of Nashville, Knoxville, and Chattanooga. This model is based on a similar program that was successful in encouraging scientific interest among disadvantaged females and minorities in gades 7-11. The science enrichment program consists of 3 weekends and a 10-day summer workshop for approximately 25 high school females. Participants are recommended by teachers or counselors as having academic potential in science but having obstacles to postsecondary study in science. Participants receive instruction in biology, physics, chemistry, mathematics and computer applications. All classes are laboratory centered with hands-on activities. The program also includes discussion on successful female role models, field trips, interaction with scientists and university students and faculty, and experience of campus life. At the close of the two previous summer sessions, a 20-item test of science understanding was administered to the participants. The scores were encouraging when compared to the national mean scores of 17 year olds. Pre- and post-workshop tests measuring attitudes toward science and self-image indicate positive changes. Written evaluations from participants were positive. Recommendations for implementing a similar program are included. (LP) ED342569

Schaible, G. D. (1 June 2000). Economic and Conservation Tradeoffs of Regulatory vs. Incentive-based Water Policy in the Pacific Northwest. International Journal of Water Resources Development, 16(2), 221-238(218). In this paper, onfarm water conservation and agricultural economic tradeoffs between selected regulatory and conservation-incentive water-policy choices are evaluated for the Pacific Northwest. Five broad water-policy perspectives are analysed using a total of 37 alternative policy scenarios. Policy analyses use a primal/dual-based, multi-product, normalized restricted-equilibrium model of Pacific Northwest field-crop agriculture. Results demonstrate that conservation-incentive water policy, when integrated within balanced policy reform, can produce upwards of 1.7 million acre-feet of onfarm conserved water for the region, while also significantly increasing economic returns to farmers. Producer willingness to accept water-policy change is lowest for regulatory policy (US$4-$18 per acre-foot of conserved water), but highest for conservation-incentive policy that increases both irrigation efficiency and crop productivity ($67-$208 per acre-foot of conserved water). Conservation-incentive water policy also enhances decision-maker flexibility in meeting multiple regional policy goals (i.e. water for endangered aquatic species, water quality, Native American treaty obligations, and sustainable rural agricultural economies).

Sennett, R. (1969). Classic essays on the culture of cities. New York,: Appleton-Century-Crofts. Ht151.s43 301.3/64 HT151.S43 c.2 NORLIN Ht151.s43

Sennott-Miller, L., May, K. M., & Miller, J. L. L. (1 January 1998). Demographic and health status indicators to guide health promotion for Hispanic and Anglo rural elderly. Patient Education and Counseling, 33(1), 13-23(11). Naturally occurring differences rather than simple breakdowns by ethnic category are being used to tailor strategies in a three year senior community health worker-delivered health promotion intervention. A survey conducted of persons 60 and over in a rural southwestern U.S. community identified New Anglos (recent settlers, n=264), Old Anglos (long-time residents, n=298) and Hispanics (n=236) for a total of 798 persons. Significant demographic differences included less education, poorer health status and more chronic conditions among Hispanics. Low rates of screening were the norm but especially severe among Old Anglos. Patterned differences in health practices, as well as group variations in use of resources and sources of information, revealed New Anglos used a larger variety of services and media. Generally, adjustments being made are related to Hispanic culture, cosmopolitan orientation of the New Anglos, and long-term isolation from information and services for Old Anglos.

Sennott-Miller, L., May, K. M., & Miller, J. L. L. (1998). Demographic and Health Status Indicators To Guide Health Promotion for Hispanic and Anglo Rural Elderly. Paper presented at the Patient Education and Counseling, 33, 1, 13-23 Jan. Naturally occurring differences rather than ethnic categories are being used to tailor strategies in a three-year senior-community health-promotion intervention. A survey of persons 60-years and over (N=798) identified "New Anglos," "Old Anglos," and "Hispanics" population groups. Demographic differences in the use of health services are reported. (EMK) EJ583321

SennottMiller, L., May, K., & Miller, J. (1998). Demographic ad health status indicators to guide health promotion for Hispanic and Anglo rural elderly. Patient education and counseling, 33(1), 13.

Seppälä, P., Koda, B., Nordiska Afrikainstitutet., & Chuo Kikuu cha Dar es Salaam. Institute of Development Studies. (1998). The making of a periphery: economic development and cultural encounters in southern Tanzania. Uppsala: Nordiska Afrikainstitutet. Hc885.e5

Sharpe, M. N. (1997). Disproportionate Representation of Minorities in Special Education: A Focus Group Study of Parent Perspectives. Final Report Phase II: Minority Parents., For related documents, see EC 307 149 and EC 307 151. Page Length: 47. This document is the report of one phase of a Minnesota study to examine the problem of misrepresentation and overrepresentation of African American, American Indian, and Latino students in special education. Phase 2 of the study involved seven focus groups comprised of minority parents throughout rural and urban areas of Minnesota. Focus groups addressed questions concerning what works, what doesn't work, what the contributing factors are, and what needs to be done. All focus groups felt that individualized instruction and support services provided in a small classroom setting were two of the most effective aspects of special education. Most participants also expressed strong support for the Individual Education Program process, the value of staff training in cultural awareness, and activities to promote parent involvement. Specific group emphases included: discrimination and racism (African American); the lack of communication between home and school (American Indian); and the lack of cultural awareness and sensitivity (Latino). Comparison with outcomes of the professional focus groups of Phase 1 found that both professionals and parents supported tutorial and small group instruction and staff training in cultural awareness as effective. However, where professionals emphasized the use of a team approach to decision-making, parent groups indicated they rarely saw themselves as contributing members of their child's educational planning team. Contains 37 references. (DB) ED429409

Sharpless, R. (1999). Fertile ground, narrow choices: women on Texas cotton farms, 1900-1940. Chapel Hill: University of North Carolina Press. Hq1438.t4 s53 1999 305.4/09764/091734

Sheller, R., Ed. (1990). Rural Libraries: A Forum for Rural Library Service. Volume X, 1990. Paper presented at the 140pp. Currently published twice a year. For previous volumes, see ED 316 352. The two issues of the journal "Rural Libraries" for 1990 contain a total of seven articles. "Cooperation and Rural Libraries," by Jackie Schmitt, reports on a nationwide survey of 119 rural libraries' participation in intrastate library cooperatives. "Rural Public Library Service to Native Americans," by Susan Hollaran, outlines strategies for the rural librarian developing an outreach program to serve American Indian communities. "Black Illiteracy in the Rural South," by Evelyn Wesman, reviews information on rates of functional illiteracy among rural black Southerners and describes two successful rural literacy programs. "The Rural Environment's Effects on Library Service: A Consultant's Perspective," by Gardner C. Hanks, discusses rural population traits relevant to the library consultant, as well as characteristics of libraries and librarians in seven types of small towns. "Planning Multitype Services in a Rural Environment," by Annabel K. Stephens and Kathryn D. Wright, reports on a survey assessing the needs and priorities of the 41 member libraries in a cooperative multitype library system in southeast Alabama. "Strategic Planning for Rural Libraries: A California Case," by James I. Grieshop and Phelan R. Fretz, describes four community assessment methods in the strategic planning process used by the Yolo County (California) Library System. "Adolescent Reading: A Study of Twelve Rural Pennsylvania Towns," by Harold W. Willits and Fern K. Willits, reports on a survey of the reading habits of 3,294 8th and 11th graders. (SV) ED327345

Shetterly, S., Baxter, J., & Hamman, R. (1998). Higher Instrumental Activities of Daily Living Disability in Hispanics Compared with Non-Hispanic Whites in Rural Colorado. The San Luis Valley Health and Aging Study. American journal of epidemiology, 147(11), 1019.

Shindo, C. J. (1997). Dust bowl migrants in the American imagination. Lawrence: University Press of Kansas. Nx650.l32 s53 1997 700/.1/030973

Shonerd, H. ([1990). Recruiting and Retaining Native Americans in Teacher Education., 10pp. A revised version of a paper presented at the Annual Conference of the National Association of Bilingual Education (19th, Tucson, AZ, April 20-24, 1990). This paper identifies problems in Native American teacher training and suggests solutions to improve the training. In New Mexico, ideal candidates for teacher licensure are a group of Native American teacher assistants who work with Native American students. Most lack the general education requirements for a bachelor's degree and must take extensive coursework. Although 29% of the teacher trainees at the College of Santa Fe are Native American, only 56% of these trainees are active during any given semester, compared to 78% and 77% for Hispanic and other ethnic groups, respectively. Factors that explain disruption in teacher training of Native Americans are: (1) poverty; (2) geographic isolation; (3) family commitments; (4) cultural conflicts; and (5) inadequate academic experience. To address these problems, the program contacts Pueblo councils to find candidates for teacher training. Efforts also continue to recruit Native American teacher assistants, by providing financial support for coursework through school districts and by offering core coursework at the same institution as that in which students do their teacher training. Native American students could be retained in the program by offering them a larger monthly stipend, more on-site courses, and on-site advising and tutoring. (KS) ED331686

Skocpol, T. (1998). Democracy, revolution, and history. Ithaca, N.Y.: Cornell University Press. Hn13.d38 1998 306/.09

Smith, R. (2000). Postcolonizing the Commonwealth: studies in literature and culture. Waterloo, Ont.: Wilfrid Laurier University Press. Pr9080 Pr9080 p575 2000 820.9/9171241

Smorkaloff, P. M. (1994). If I could write this in fire: an anthology of literature from the Caribbean. New York: New Press. Pn849.c3 i4 1994 809/.89729 norst

Snipp, C. M. (1996). Understanding Race and Ethnicity in Rural America. "What Is Right with Rural Sociology.". Paper presented at the Theme issue with. American Indian reservations, Mexican American colonias, and African American communities in the rural South are located in close proximity to historic institutions established for their exploitation, and represent a legacy from which much can be learned. Reviews studies of race and ethnicity in rural areas during three periods in the development of rural sociology, 1915 to the present. (Author/SV) EJ525047

Souder, D., & Christ, J. L. (1807). The rural economist's assistant in the management of bees. Lancaster, Pa.: Printed by William Greear. Microfiche 1227a no. 13618

Stanfield, J. H. I. (1999). Before the Rescue Squad Arrived: Community Sponsorship of Exceptional African-American Children in Poor Communities. Paper presented at the Challenge: A Journal of Research on African American Men, v10, 1, 61-77 Win-Spr. Investigated the social origins of black physicians from poor, rural, southern communities, examining contextual factors that helped explain their great academic and professional success as young adults. Argues that it was the community that identified and nurtured these gifted children, thus making it possible for them to attend college and professional school and find more sponsorship there. (SM) EJ598453

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Sparks, W., & Wayman, L. (Feb 1990). Multicultural Understanding in Physical Education., 38p. This study compares the knowledge, attitudes, and current practices of physical education teachers in urban and rural areas, with regard to multicultural education. A mailed questionnaire was completed by 70 public school physical education teachers, 44 from rural Kansas and 26 from Detroit and Flint, Michigan. Of those responding to specific questions, 60% were male; 40% were 31-45 years old; 60% had over 10 years teaching experience; 33% had been teaching physical education for over 20 years; and 75% had some sort of training in multicultural education. Ethnic mixtures within the school population ranged from 70% Hispanic or Black to 88% White. Compared to urban teachers, rural teachers had a poorer understanding of ethnic diversity; had a better understanding of the customs and traditions of differing cultures; had stronger beliefs in providing opportunities for students of different ethnic origins to have intercultural experiences; and had weaker beliefs in developing students' interpersonal communication skills as a means of promoting problem solving and conflict resolution. Physical education programs in rural areas seldom integrated role models from both sexes at the secondary level, or role models from the non-dominant race at either the elementary or secondary level. Neither rural nor urban programs provided an appropriate balance of activities of interest to both sexes. This report contains the survey instrument, recommendations for overcoming inequities in physical education programs, and 11 references. (SV) ED318584

Spears, J. D. (Dec 1994). Rural Teachers, Students Learn To Value Diversity. Paper presented at the Rural Clearinghouse Digest, 2, 1 Dec 1994 Dec. Rural counties are among both the most and the least ethnically diverse, conditions that offer different but equally compelling rationales for multicultural education. Diverse communities need to acknowledge their cultural wealth, creating community structures that respect differences and build on the strengths of each culture. Homogeneous communities need to import diversity, creating structures to explore how to function with cultures different than their own. Pilot projects in eight rural schools in Washington and Arizona demonstrate the different community contexts in which multicultural reform must act. In two elementary schools with rapidly growing Hispanic populations, change strategies have involved extensive staff development and efforts to increase parent participation. Three American Indian schools are integrating their own cultures into the curriculum while connecting students to other cultures through student and teacher exchanges with each other and with two other project schools having primarily Anglo populations. In addition to the exchanges, the two Anglo schools are offering students, parents, and staff a menu of opportunities to increase multicultural awareness. Teachers at an ethnically diverse high school are focusing on making all students feel a valued part of the school. These schools have followed similar patterns of evolution, which begins as teachers deepen their cultural awareness within the context of ongoing school projects, and proceeds to a change in the overall school culture. Contains 53 references and 16 organizations offering additional information on multicultural education. (SV) ED377023

Spears, J. D. (Jan 1993). EMPIRE: Translating Multiculturalism into Local Programs. Paper presented at the 13pp. Photographs will not reproduce. EMPIRE (Exemplary Multicultural Practices in Rural Schools) is a collaborative multicultural reform project involving the Rural Clearinghouse at Kansas State University and eight rural schools, two regional colleges, and state departments of education in Arizona and Washington. Each rural school is pursuing multicultural projects that are defined and developed locally and build on local resources. Collaborating institutions and agencies provide technical assistance and support. The eight schools are Nazlini Boarding School (Navajo Reservation), DeMiguel Elementary School (Flagstaff, AZ), Washington Elementary (Sunnyside, WA), Yakima Nation Tribal School (Yakima Reservation), Davis High School (Yakima, WA), Hilton Elementary School (Zillah, WA), Hotevilla Bacavi Community School (Hopi Reservation), and Marshall Elementary School (Flagstaff, AZ). At the three American Indian schools, projects incorporate community culture and language into the curriculum to strengthen student cultural awareness and self-esteem, and link students to other cultures through exchanges with other project schools. At schools with primarily Anglo student populations, staff have committed themselves to year-round emphasis on multicultural awareness and comprehensive staff development, which has noticeably changed staff and student attitudes. At two schools experiencing a rising population of Hispanic or formerly migrant students, projects include increasing parent and community involvement, developing a bilingual parent handbook, and adapting a traditional chemistry course to accommodate students with limited proficiency in English. The school with the most diverse student population has focused on building multicultural awareness and recognizing the contributions of all students. (SV) ED379121

Spicker, H., & Others, A. (Mar 1993). Rural Gifted Education in a Multicultural Society., 10pp. In: Montgomery, Diane, Ed. Rural America: Where All Innovations Begin. Conference Proceedings (Savannah, GA, March 11-13, 1993); see RC 019 153. Economically disadvantaged and ethnically diverse children are underrepresented in programs for the academically gifted. SPRING (Special Populations Rural Information Network for the Gifted) is a consortium of Indiana University, New Mexico State University, and Converse College (South Carolina) whose major concern is the identification and programming needed for culturally diverse gifted students in rural schools. SPRING I developed identification methods and instructional materials for Appalachian gifted children. This paper focuses on plans for SPRING II, which will expand the consortium's work to three additional subpopulations of gifted rural youth: African-Americans at three South Carolina schools, Hispanics (primarily Mexican-Americans) at a New Mexico school, and Mescalero Apaches at a New Mexico public school. Parent and peer information; child products; teacher observations; and test data on intelligence, achievement, and creativity will be analyzed for similarities and differences among populations and for the strengths and weaknesses of each population in various skill and knowledge areas. As in SPRING I, a curriculum will be planned for each population that is congruent with that group's strengths. Tables describe the assessment instruments and outline the characteristics of White Appalachian and Black gifted children in disadvantaged rural areas versus those of gifted children in advantaged middle-class areas. Special concerns in the identification of Mexican-American and tribal Native American students are also discussed. (SV) ED359005

Stack, C. (1996). Call to Home: African Americans Reclaim the Rural South., 245p. This book relates the story of urban Black Americans choosing to return "home" to the rural South. The book is based on research in rural areas in North and South Carolina, considered the top nonmetropolitan areas for Black Americans moving south. By 1975, the U.S. Census Bureau released the first numbers suggesting that the exodus of Black Americans from the southern countryside to the cities of the North and West was over. Black Americans who had spent all or part of a lifetime in large industrial cities were abandoning urban life and moving south, sometimes back to childhood homeplaces. By 1990, the South had regained more than half a million Black Americans who had been lost to northward migration during the 1960s. This book tells the stories of people who traded their city apartments for trailers, old cabins, or brick houses built along southern back roads. Some were pushed, rather than drawn back, by rootlessness, joblessness, and urban decay. Others, made stronger by the uncompromising demands of city life, came home determined to apply the hard lessons they had learned up North to build new lives in the South. Children were often sent home first, either to be cared for by grandparents or to help care for them. This book illustrates the hardships of starting over, of poverty, and of rural life, but it is also relates the story of success, of how people determined to build communities helped to establish the right of Blacks to participate as full citizens in the South. Stories in the early chapters tell of returning home as a personal and family experience. Stories in the final chapters tell of returning as a process of reclaiming a homeplace while responding to social and political challenges, such as community action to provide day care and youth programs. Contains of suggested readings and an index. (LP) ED409141

Stage, S. A., Sheppard, J., Davidson, M. M., & Browning, M. M. (May 2001). Prediction of First-Graders' Growth in Oral Reading Fluency Using Kindergarten Letter Fluency. Journal of School Psychology, 39(3), 225-237(213). Fifty-nine first-graders from an ethnically diverse (70% Native American, 18% Hispanic, and 12% European American) rural elementary school participated in this study. First-grade students' growth in oral reading fluency (ORF) was predicted by their kindergarten letter-naming and letter-sound fluency using growth curve analysis. Both skills significantly predicted first-grade reading growth. Hierarchical multiple regression using initial first-grade ORF and kindergarten letter-sound and letter-naming fluency showed that kindergarten letter-naming fluency uniquely contributed to the prediction of first-grade reading growth. On average, students who made limited growth in first-grade ORF produced only eight letter names per minute in kindergarten. In addition, we found that Native American and Hispanic students did not reliably differ in their reading growth from the other students. Discussion highlights the use of letter-naming fluency as an early screen for ethnically diverse students in ORF.

Statham, L. (1997). Scattered in the Mainstream: Educational Provision for Isolated Bilingual Learners. Paper presented at the Multicultural Teaching, 15, 3, 18-22 Sum. Identifies concerns of teachers working with isolated bilingual students, outlining key principles for ensuring that they are seen as learners who must learn what all others students learn and still develop bilingually. The context is that of the south of England, but the concerns may be common to all educators. (SLD) EJ553161

Stinson, J., Lee, K., Heilemann, M., Goss, G., & Koshar, J. (2000). Comparing Factors Related to Low Birth Weight in Rural Mexico-Born and US-Born Hispanic Women in Northern California. Family and Community Health, 23(1), 29-39.

Stoops, J. W. (Nov 1994). The Use of Community-Based Support To Effect Curriculum Renewal in Rural Settings. Rural Curriculum Handbook No. 4., 107pp. For related documents, see ED 352 244-245 and ED 363 489. This report examines the use of community-based support to facilitate curriculum renewal efforts in small rural school districts. Interviews with educators from five school districts in Alaska, Idaho, Montana, Oregon, and Washington describe three approaches to curriculum renewal: community-initiated approaches, state- directed reform efforts, and school-initiated efforts. All school districts found that community-based support and involvement of community members were responsible for their success. Projects included preserving Native American language and culture, meeting new state curriculum guidelines, and conducting drug and alcohol abuse prevention programs. Successful program implementation depended on community resources such as specialized knowledge, technical assistance, and fiscal resources. Other important elements were effective communication between the school district and community members, adequate funding, community members holding leadership roles, and school district support of community efforts. School districts reported that projects developed a strong sense of local ownership and input, created classroom materials and approaches that had high utility, kept the district current with the latest in curriculum and instructional development, and utilized resources to assist school districts in meeting new state curriculum standards. Other benefits of the community-based approach included improved collaboration and understanding, increased community unity, and improved student-parent relationships. This report includes steps for implementing a community-based curriculum renewal program and work sheets for program implementation. (LP) ED380249

Saenz, R., & Thomas, J. K. (1991). Minority Poverty in Nonmetropolitan Texas. Paper presented at the Theme issue with title "Minorities in Rural Society.". In 1985, poverty rates in Texas nonmetro areas were 41 percent for Latinos and 53 percent for Blacks, compared to 27 percent for both groups in Texas metropolitan areas. Individual, household, and structural factors were related differently to poverty status among the ethnic/residence groups. Contains 62 references. (SV) EJ433451

Saillant, J. (1999). Afro-Virginian history and culture. New York: Garland. F235.n4 a38 1999 975.5/00496073

Salamon, S. (1992). Prairie patrimony: family, farming, and community in the midwest. Chapel Hill: University of North Carolina Press. Hq536.15.a14 s25 1992 306.85/2/0977

Sandel, A., & Others, A. (1993). Child Search and Screening Activities for Preschool Gifted Children. Paper presented at the Roeper Review, 16, 2, 98-102 Dec. A demonstration project of child search and screening activities analyzed referral rates and patterns for young gifted children in Louisiana and evaluated a modified case study approach for screening referrals. However, the demographic data for the referred group of 96 children did not match local demographic patterns. Blacks and rural children were underrepresented in the sample. (Author/DB) EJ479452

Sandlin, B. M. (Sep 1994). Bureau of Health Professions Program Resource Guide., 37p. This resource guide was developed to inform rural health care administrators of the federal Bureau of Health Professions' (BHPr) grant, loan, and scholarship programs. These programs are intended to foster rural staff recruitment, retention, and training; increase career opportunities for minorities and disadvantaged populations; and encourage rural health education. The objective of these BHPr programs is to further the development of affiliations between health service programs in rural, underserved areas and health professions training programs. BHPr programs fall into four general areas: promoting primary care education; expanding the capacity of nursing and allied health professions education and practice; increasing the numbers of health care providers from minority and disadvantaged backgrounds; and strategies to recruit and retain health care providers for underserved populations. Fact sheets on individual programs include specific purpose, methods, program priorities, resources, and program contact for inquiries. A final section briefly describes five health training models or examples where health professions training programs have linked with rural health programs to encourage health professionals to remain in rural areas. (RAH) ED379123

Sarmela, M. (1969). Reciprocity systems of the rural society in the Finnish-Karelian culture area with special reference to social intercourse of the youth. Helsinki: Suomalainen tiedeakatemia. GR1.F55 no. 207 301.43/15/09471

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Tyler, N. C. C.-C., Cynthia D.; Easterling, Jeffrey. (1999). The Alliance Project: Its Impact on Special Education Teacher Preparation Efforts in Rural Areas., In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Page Length: 9. The Alliance Project strives to increase the participation of minority institutions of higher education (MIHEs) in personnel preparation grants, contracts, and cooperative agreements supported by the Individuals with Disabilities Education Act. The project's primary purpose is to create a more diverse pool of special educators and related service providers. To be eligible under the MIHE umbrella, an institution must be a historically Black college or university or have 25 percent or more enrollment from underrepresented ethnic groups (excluding foreign students). Since its start in 1991, the project has assisted with 862 proposals submitted by MIHEs to the Office of Special Education Programs, and 226 of these were funded. In fiscal years 1997 and 1998, the success rates for proposals from historically Black colleges and tribal colleges were 30-40 percent. During its existence, the project has served faculty from 46 rural MIHEs, primarily tribal colleges and historically Black colleges. Typical activities include grant writing workshops, other seminars and meetings, and one-on-one mentoring to refine proposals. Seven current and recently funded project directors described the impact of federal funding on MIHE programs and on the teacher pool available to local rural school districts. Tips are offered to rural MIHEs for recruiting students into special education preparation programs and for retaining nontraditional students. Current services available to rural MIHEs through the Alliance Project are listed. (SV) ED429759

Tamen, I., Mangion, G., & Council of Europe. Committee for General and Technical Education. (1998). European cultural routes. Strasbourg Croton-on-Hudson: Council of Europe Pub. ; U.S. and Canada Manhattan Pub. Co. [distributor]. D907 1000 C33 Eu74cr 1998

TeBrake, W. H. (1985). Medieval frontier: culture and ecology in Rijnland ( 1st ed.). College Station: Texas A&M University Press. Hn510.r57 t43 1985 304.2/09492/1 Hn510.r57 t43 1985

Temple, N. J., & Burkitt, D. P. (1994). Western diseases: their dietary prevention and reversibility. Totowa, N.J.: Humana Press. Ra645.n87 w469 1994 614.5939 scist

Thomason, T. C. (1999). Improving the Recruitment and Retention of American Indian Students in Psychology., Project Number D-9. There is a great need to increase the number of American Indian students in psychology, especially in clinical and counseling psychology. Nationally, there are fewer than 200 American Indian psychologists, and most mental health services for Indian people are provided by paraprofessionals, who may be poorly trained for this function. In addition, Indian people tend to experience more psychological problems than non-Indians, having higher rates of alcoholism, depression, and suicide. The lack of American Indian psychologists is a multifaceted problem, involving lack of cultural relevance of pathology-oriented models and lack of psychologist role models for prospective Indian students. The ability of university psychology programs to attract American Indian students is influenced by the small size and geographic concentration of the Indian population, the isolation of Indian students in rural areas and on reservations, student poverty, and biased admission criteria. Student recruitment efforts could be improved through the commitment and support of the entire psychology department, the recruitment of Indian faculty members, faculty travel to schools and tribal areas, advertisements in tribal publications, and establishment of an Indian student center on campus. Retention of Indian students in college could be improved by making reasonable accommodations for cultural differences, establishing support groups and mentoring relationships, and getting feedback from American Indian graduates. (Contains 28 references.) (SV) ED434790

Thompson-Hoffman, S., & Hayward, B. J. (Mar 1990). Students with Handicaps Who Drop Out of School., 29pp. Paper presented at the Annual Conference of the National Rural and Small Schools Consortium (4th, Tucson, AZ, March 18-22, 1990). This paper summarizes recent national and state studies of dropout rates and associated factors among special education students. Data from the National Longitudinal Transition Study of special education exiters indicated a national dropout rate of 36% for school years 1985-86 and 1986-87, compared with 17% for the general school population. In 1987-88 comprehensive state-level data collected by the Office of Special Education Programs in the U.S. Department of Education indicated a national dropout rate of 27% plus an additional 17% in the "other" (mostly unknown) category. The largest percentage of dropouts was in the category of emotionally disturbed, while the largest number of school leavers was in the category of learning disabled. State special education dropout rates ranged from 2% in Connecticut to 46% in New York. The 1987 High School Transcript Studya national studyfound that special education students in small towns and rural areas were more likely to graduate than those in large or medium cities but less likely to graduate than those in urban fringe areas. A variety of studies have associated higher dropout rates with Hispanics, males, low income households, low parental educational attainment, poor academic performance, poor social adjustment, frequent absenteeism, low parental support, alcohol or drug problems, frequent school transfers, and grade repetition at the middle or high school level. Handicapped dropouts have high unemployment, low earnings, and few opportunities for further education. This paper contains 71 references. (SV) ED331645

Torabi, M. R., Ed. (1997). Prevention of HIV/AIDS Education in Rural Communities II. Paper presented at the 63p. This second special issue of the Health Education Monograph Series on HIV/AIDS Prevention in Rural Communities presents seven articles: (1) "Preventing Maternal- Infant Transmission of HIV: Social and Ethical Issues" (James G. Anderson, Marilyn M. Anderson, and Tara Booth); (2) "HIV Infection in Diverse Rural Population: Migrant Farm Workers in Indiana" (Janet Arno); (3) "New Drugs for Treatment for AIDS and Cost Implications" (Stephen R. Bryn, James G. Anderson, and Marilyn M. Anderson); (4) "Behavioral Intention and Use of Condoms for HIV/AIDS Prevention among African-American Students" (Andrew J. Kanu); (5) "Breaking Confidence about Risky Sexual Behavior: Rural Area, Race, Gender, Sexual Orientation, and Other Factors" (Shobha Pais and Fred Piercy); (6) "Prevention of HIV/AIDS in Rural Communities" (Mohammad R. Torabi and Kele Ding); and (7) "Efficacy of Two School-Based Interventions Designed to Reduce Rural Adolescent Risk of HIV/STD" (William L. Yarber and Richard A. Crosby). (All articles contain references.) (SM) ED414272

Trost, S. G., & Others, A. (1996). Gender Differences in Physical Activity and Determinants of Physical Activity in Rural Fifth Grade Children. Paper presented at the Journal of School Health, 66, 4, 145-50 Apr. This study examined whether differences in social-cognitive determinants of activity behavior could account for gender differences in physical activity. Fifth graders (n=365) provided information on afterschool physical activity and determinants of activity behavior. Only differences in self-efficacy and participation in community sports accounted significantly for gender differences in activities. (SM) EJ528622

Turner, L. W., & Others, A. (1995). Cardiovascular Health Promotion in North Florida African-American Churches. Paper presented at the Health Values: The Journal of Health Behavior, Education & Promotion, 19, 2, 3- 9 Mar-Apr. This article describes cardiovascular problems of minority populations, exploring ways that churches can help their communities and describing the outcomes of a model intervention on four African American churches in rural north Florida. Positive outcomes were observed, particularly regarding community members' participation in health promotion activities. (Author/SM) EJ507540

Twale, D. J., & Burrell, L. F. (1994). Resident Assistants on Black and White Campuses Assess Resident Student Problems. Paper presented at the Journal of College Student Development, 35, 1, 29-34 Jan. Resident assistants (n=117) on three rural campuses assessed frequency of occurrence and their preparedness for resolving 11 resident student problem areas and checked the skills they used to resolve these problems. Findings showed that training programs helped respondents address some issues and experience and maturity aided in the resolution of others. (Author/NB) EJ478905

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Valadez, J. ([1994). Class, Culture, and Ideology in a Rural Community College: A Report to the Spencer Foundation., 12p. Despite the open-door policies of community colleges, studies have shown that minorities and students of lower socioeconomic backgrounds graduate and transfer at lower rates than students from higher socioeconomic groups. To examine the interplay between institutional culture, ideology, and socio-historical forces shaping student perspectives and behaviors, interviews were conducted with students at a small, rural community college in the southeastern United States. The county in which the college is located had a population of approximately 76,000 (68% White and 31% African American) and which had a wide disparity in income. Although the attitudes of the faculty and staff were generally positive and caring and the quality of teaching was considered good by students, retention, graduation, and transfer data indicated that developmental students were particularly susceptible to academic failure. The interviews revealed that these students were often poorly prepared for college-level academic work and resented being forced to take courses that repeated their high school curriculum. Also, developmental courses were often overcrowded and offered few opportunities for teacher-student interaction. Other factors not related to the college were the lack of encouragement for lower socioeconomic students from families and the tendency of high school personnel to track them into non-academic vocational programs. To effectively serve all students, colleges must go beyond providing access and examine curricula, instructional approaches, and assessment practices in order to reduce differences among the diverse student body. (Contains 20 references.) (KP) ED370626

Valois, R. F., Dowda, M., & Trost, S. (1998). Cigarette Smoking Experimentation Among Rural Fifth Grade Students. Paper presented at the American Journal of Health Behavior, 22, 2, 101-07 Mar-Apr. Using a self-report questionnaire, this study investigated smoking experimentation among 374 rural, black fifth graders and white fifth graders. Results indicated that 26% of males and 16% of females had tried cigarettes. Black students and white students had similar smoking experimentation rates. Peer and parent smoking affected students smoking behavior, as did alcohol use. (SM) EJ563377

Vanderslice, R. (1999). Rural Hispanic Children and Giftedness: Why the Difficulty in Identification?, In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Page Length: 8. This paper discusses problems related to identification of gifted Hispanic children in rural areas. While the federal definition of giftedness is subscribed to by most states, local districts tend to seek and find White, middle-class academic achievers. One problem associated with identification of gifted minorities is that the research and literature on minorities has focused more on deficits than on strengths. Obstacles to identification include language differences, inappropriate use of I.Q. information, differences in home and cultural backgrounds, effects of poverty, limited out-of-school educational experiences, and racial or ethnic bias. In assessing student abilities, it is essential to understand that each instrument or procedure measures only one of many facets. Measures that go beyond academic achievement must be used to find students whose abilities are not indicated by tests and school performance. Three major types of educational adaptations for the gifted Hispanic student are suggested: counseling to help students caught between conflicting cultures, the building of self-knowledge, and the development of meaningful curriculum adaptations. Six suggestions are listed to help parents, counselors, and teachers work successfully with culturally diverse gifted learners. Contains 26 references. (CDS) ED429752

Vargas, L. (1995). Social uses and radio practices: the use of participatory radio by ethnic minorities in Mexico. Boulder, Colo.: Westview Press. Hn120.c6 v37 1995 302.23/44/097275 norst

Vaughan, M. K. (1997). Cultural Politics in Revolution: Teachers, Peasants, and Schools in Mexico, 1930- 1940., 275pp. University of Arizona Press, 1230 N. Park Ave., No. 102, Tucson, AZ 85719; phone: 800-426-3797 (cloth: ISBN-0-8165-1675-8, $45.00; paper: ISBN-0-8165-1676- 6, $17.95). In the 1930s, Mexican rural schools became arenas for cultural politicsthe process of articulating and disputing definitions of culture, from national identity to the broader sense of social behavior and meaning. Created in 1921, the Secretaria de Educacion Publica (SEP) set up federal rural schools to nationalize and modernize rural peasants. The SEP was dominated by leftists who aimed to build a national party based on worker, peasant, and middle-class support. Their cultural program, known as socialist education, targeted the countryside. Socialist education attacked superstition, religion, and the church; stressed collective learning and organization; taught productive habits such as gardening to children; and organized adults in agrarian associations and anti- alcohol and sanitation campaigns. Indigenous and multiethnic elements of popular culture were celebrated and packaged as national culture. Teachers became explicit political actors, instructed to organize peasants and workers to press for federal agrarian and labor laws that would redistribute wealth and power. In this book, four case studies examine how this agenda played out in rural communities in Puebla and Sonora states, focusing on relationships between federal teachers; the states' conservative governors; and Mexico's most radical president, Lazaro Cardenas. The communities include two types of mestizo communities (traditional agrarian and resettled agribusiness workers) and two types of indigenous societies (the village-based Nahuas of Sierra Norte and the recently conquered, tribally cohesive Yaquis of Sonora). Each community participated in its own way in the negotiation of cultural politics through schooling in the 1930s and helped to construct a shared national language for consent and resistancea dynamic basis for civil society unique in Latin America. Contains references, notes, an extensive bibliography, and an index. (SV) ED415055

Veneziano, R. A., & Rohner, R. P. (1998). Perceived Paternal Acceptance, Parental Involvement, and Youths' Psychological Adjustment in a Rural, Biracial Southern Community. Paper presented at the Journal of Marriage and the Family, 60, 2, 335-43 May. Explores whether fathers' involvement is associated with youths' psychological adjustment and whether the relationship between fathers' involvement and youths' psychological adjustment is mediated by children's perception of fathers' acceptance-rejection. Results show only perceived parental acceptance is significantly related to black children's and white children's adjustment. Parenting and adjustment are not related to social class. (Author/MKA) EJ579051

Verner, C., & Millerd, F. W. (1966). Adult education and the adoption of innovations by orchardists in the Okanagan Valley of British Columbia. Vancouver,: Dept. of Agricultural Economics University of British Columbia. Lc5219

Villas, P., & Cardenas, M. ([1992). Problems from Alcohol Use in Two Hispanic Youth Populations., 17pp. Supported in part by a grant from the College of Human and Community Services Research Council. The purpose of this study was to compare differences in alcohol use and associated problems between two Hispanic youth groups. The subjects, from two different southwest sites, were self-identified Hispanics. Seventh and 12th graders from a northern New Mexico (NNM) (N=64) school and from a school on the U.S.-Mexico border (USM) (N=88) were selected. Central tendencies and Chi-Square statistics were used to analyze the data collected. The Adolescent Drinking Index (ADI) and the Personal Problems Checklist-Adolescent (PPCA) were instruments used to collect data. The study found significant differences between 7th and 12th graders in alcohol use and personal problems at both sites as well as between NNM 7th graders and USM 7th graders. There were not as many differences between NNM and USM for male and female students. The differences found, however, appear important. When looking at levels of alcohol use, both NNM (7th=65%, 12th=90%) and USM (7th=37%, 12th=88%) students showed a significant positive association. (Author) ED349282

Vindevoghel, S. (1991). Seniors' Education Centre and the Indian and Metis Elderhostel Study Project. Final Report., 78pp. Practicum report, University of Regina. A practicum was conducted to determine the feasibility of developing an elderhostel program involving older Indian and Metis adults in Saskatchewan, Canada. A preprogram study of elderhostels and a literature review were conducted. Approximately 30 face-to-face interviews with both Indian and Metis persons in and around Regina, Saskatchewan, were conducted along with telephone interviews of individuals involved in elderhostel programs in Canada and the United States. The study established a definite need for older adult education involving Indian and Metis persons in the area. Three recommendations were made: the planning of any such elderhostel program should include advance assessment of the learning needs and motivation of potential program participants; program activities should be designed in accordance with the principles of older adult education; and feedback should be sought after all learning activities and incorporated into subsequent activities. (Included in appendixes constituting one-third of this document are the following: practicum proposal; project-related correspondence, forms, and brochures; information on elderhostels; a manual for elderhostel coordinators; lists of participating organizations and project committee members; and a 32-item annotated bibliography on topics such as American Indians, older adults, elderhostels, and participatory research.) (MN) ED366743

Viola, L. (1996). Peasant rebels under Stalin: collectivization and the culture of peasant resistance. New York: Oxford University Press. Hd1492.5.s65 v56 1996 338.7/63/0947

Vitolins, M., Quandt, S., & McDonald, J. (2000). Ethnic and Gender Variations in the Dietary Intake of Rural Elders. Journal of Nutrition for the Elderly, 19(3), 15.

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Westbrook, A. B. (1998). Teacher Selection Practices in Effective Elementary Schools Which Differ in Community Type and Socioeconomic Status Context., 24pp. Paper presented at the Annual Meeting of the Southwest Educational Research Association (21st, Houston, TX, January 22-25, 1998). This study examined teacher selection practices of principals at five effective elementary schools, assessing whether or not differences existed in selection qualities, procedures, and problems relating to schools' socioeconomic status (SES), and community type. After identifying effective schools, the study conducted teacher and principal interviews about principals' selection processes. A survey was developed from interview data then completed by principals at four types of schools: metropolitan, middle-SES; metropolitan, low-SES; rural, middle- SES; and rural, low-SES. The survey asked about qualities principals sought when selecting teachers, procedures principals used to select teachers, and problems principals encountered during teacher selection. Results indicated there were several teacher qualities sought by principals regardless of school context. All types of schools mentioned the ability to establish relationships with parents and students, communication skills, teachers' continuing education, a love of teaching, going the extra mile, dedication, enthusiasm, and good teaching. Most types of schools mentioned academic background, qualifications, and extracurricular interests. Selection strategies used in all types of schools included teacher examination scores and grade point average, personnel files, interviews, and talking to past supervisors. Problems reported by all types of schools included other principals passing bad teachers, misleading interviews, shortage of black teachers, time constraints, and pressures from the central office to hire a specific person. (Contains 3 tables, and 27 references.) (SM) ED417168

Westhuizen, P. v. d., & Mentz, K. (Apr 1993). Organizational Climate in Schools in Black Communities in South Africa: A Validation of the OCDQ-RS., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). For a related document, see EA 025 682. Prior to April 1, 1993, the education system in South Africa was fragmented along racial lines. Five departments of education existed, each with its own political head. This paper presents findings of a study that examined the organizational climate of the Department of Education and Training, which regulated education for the 10 major black groups (excluding independent states and self-governing states). The study sought to: (1) test the validity and reliability of the Organizational Climate Description Questionnaire-Rutgers Secondary (OCDQ-RS); and (2) determine the openness of the schools' organizational climates. The questionnaire was administered to 684 teachers in 31 secondary schools in Diamond Field Region. The instrument measured five factors of organizational climatetwo regarding principals' management behaviors and three regarding staff relations practices. Findings support the validity and reliability of the instrument for use in the South African black community. On the average, rural schools had slightly higher levels of openness than did urban schools. In contrast with other tests of the instrument in the United States and in a white South African community, the black school community viewed the principal behaviors of supervising, controlling, and monitoring as supportive. Nine tables are included. (LMI) ED371433

Whitmeyer, J. M. (1997). Ethnic Succession in a Highland Chiapas Community. Paper presented at the Rural Sociology, 62, 4, 454-73 Win. Since the 1950s, ethnic relations in Tenejapa (Chiapas, Mexico) have shifted toward greater equality and less antagonism between formerly dominant mestizos and formerly dominated "indigenas" (Maya Indians). An important cause is the long- term promotion of indigenous education by a national agency, Instituto Nacional Indigenista, imparting to indigenas the skills needed for the mestizo world. Contains 53 references. (Author/SV) EJ557366

Wilcox, S., Castro, C., King, A. C., Housemann, R., & Brownson, R. C. (September 2000). Determinants of leisure time physical activity in rural compared with urban older and ethnically diverse women in the United States. Journal of Epidemiology & Community Health, 54(9), 667-672(666). Study objectiveDeterminants of leisure time physical activity (LTPA) in rural middle aged and older women of diverse racial and ethnic groups are not well understood. This study examined: (1) urban-rural differences in LTPA by sociodemographic factors, (2) urban-rural differences in LTPA determinants, and (3) the pattern of relations between LTPA determinants and LTPA.DesignA modified version of the sampling plan of the Behavioral Risk Factor Surveillance Survey (BRFSS) was used. Zip codes were selected with 20 or more of each of the following race/ethnic groups: African American, American Indian/Alaskan Native (AI/AN), and Hispanic. A comparison group of white women were also surveyed using standard BRFSS techniques.ParticipantsRural (n=1242) and urban (n=1096) women aged 40 years and older from the US Womens Determinants Study.Main resultsRural women, especially Southern and less educated women, were more sedentary than urban women. Rural women reported more personal barriers to LTPA, cited caregiving duties as their top barrier (compared with lack of time for urban women), and had greater body mass indices. Rural women were less likely to report sidewalks, streetlights, high crime, access to facilities, and frequently seeing others exercise in their neighbourhood. Multivariate correlates of sedentary behaviour in rural women were AI/AN and African American race, older age, less education, lack of enjoyable scenery, not frequently seeing others exercise, greater barriers, and less social support (p<0.05); and in urban women, older age, greater barriers, less social support (p<0.05), and less education (p<0.09).ConclusionsRural and urban women seem to face different barriers and enablers to LTPA, and have a different pattern of determinants, thus providing useful information for designing more targeted interventions.

Wile, A. N., & Jaffe, A. (1978). C.R.I.S.: the combined retrospective index set to journals in sociology, 1895-1974. Washington: Carrollton Press. Z7161

Wilson, R. (2000). Teacher Development: An Opportunity for Cross-Cultural Co-operation. Paper presented at the ELT Journal, 54, 1, 65-71 Jan 2000. Describes the work of PETRA (Primary Teaching in Rural Areas), an aid-funded project that was set up to improve the standards of English language teaching in black primary schools in rural areas in South Africa. Focuses on the first phase of the project, during which teachers attended an inservice training course leading to an externally-validated certificate. (Author/VWL) EJ599445

Wilson-Figueroa, M., & Others, A. (1991). Migration of Hispanic Youth and Poverty Status: A Logit Analysis. Paper presented at the Theme issue with title "Minorities in Rural Society.". Analyzes data with individual and county level variables. During 1984-86, poor Hispanic youth and youth living in high-poverty counties were more likely to move to another county than were nonpoor youth or those in low-poverty counties. However, multilevel interactions between individual status and contextual status affected these relationships. Contains 30 references. (Author/SV) EJ433450

Wisecarver, C. (1993). David Baines: Rural Doctor, Lecturer, Dancer. Paper presented at the Winds of Change, 8, 3, 52-55 Sum. Discusses the career of David Baines, an American Indian doctor who successfully integrates traditional and modern medicine. Describes problems faced by American Indian doctors, the tremendous amount of work involved in medical training, and problems associated with working in rural areas and trying to straddle two opposing cultures when practicing medicine. (LP) EJ473372

Wittwer, D., Weise, C., Gotz, P., Wiesner, A., & Rowe, W. E. (August 1997). Changing ATOD norms and behaviors: a Native American community commitment to wellness. Evaluation and Program Planning, 20(3), 323-333(311). In September 1991, a five-year CSAP-funded community substance abuse prevention program was launched in this Native American community. A small (550 member) rural community, it had a history of serious alcohol and drug problems. The Chi-e-chee (''workers'') grass-roots program sought to address substance abuse through a strategy using community collaboration between tribal agencies, community empowerment and education, cultural enhancement, and development of support networks and services for people engaged in healing and recovery. This program was successful in sponsoring over 215 cultural and educational events, and has resulted in 96 community members making a commitment to sobriety, a community wide change in norms about wellness and substance abuse, the creation of new networks of communication and collaboration, and new tribal policies and enforcement practices to curtail drug and alcohol abuse. The number of clean and sober individuals was determined to have increased from 25% of the adult population in 1992 to 40% of the adult population in 1996.

Wolf, E. R., & Silverman, S. (2001). Pathways of power: building an anthropology of the modern world. Berkeley: University of California Press. Gn345.w643 2001 306

Worsley, P. (1984). The three worlds: culture and world development. Chicago: University of Chicago Press. Hc59.7.w685 1984 306/.09172/4 Hc59.7 w685 1984

Walch, T. (1994). Immigrant America: European ethnicity in the United States. New York: Garland. E184.e95 i46 1994 305.84 norst

Wall, P. L., & Noland, J. (1990). Thomas Monroe Campbell and the "Movable School": Teaching by Demonstration. Paper presented at the This issue also contains profiles of three other outstanding Black educators. Tuskegee Institute sponsored the first movable school to bring agricultural training to Black adults in rural areas. Thomas Monroe Campbell, the school's first teacher, pioneered the use of demonstrations as an effective teaching tool for rural families. (IAH) EJ419269

Wallach, B. (1996). Losing Asia: modernization and the culture of development. Baltimore: Johns Hopkins University Press. Hn655.2.c6 w35 1996 307.1/412/095 norst

Walsh, J. ([1991). Rural Community Library in 2001., 5pp. Paper presented at the Annual Meeting of the American Library Association (Atlanta, GA, June 27-July 4, 1991). This paper explores what the rural library will look like in 2001, and envisions rural information needs and the roles the library will assume to meet those needs. Demographically, the year 2001 will see an aging population, low population growth, and a rising percentage of racial minorities. Key areas of public concern will be the environment and health of the individual. Women will account for most of the growth in the labor force. Business will become more flexible allowing telecommuting, flexible work schedules, and phased retirements. The aging of the population and the growth of minority populations will reshape consumer demands and library markets. Advances in information technology will enable individuals to obtain products, services, and information that are more narrowly targeted at their individual needs. Demographic and technological changes will require more education of library staff. Continuing education, basic skills training, and provision of the Masters of Library Science program in nontraditional locations or with nontraditional methods will be crucial in 2001. Vision, strategic thinking, and planning will be indispensable. Barriers to obtaining further education are geographic isolation, financial constraints, and family commitments. Universities need to use technology to offer accessible education programs. Staff, library boards, and library funding agencies need to recognize the importance of training in a world where knowledge will become swiftly outmoded. (KS) ED337335

Ward, C. (1995). American Indian High School Completion in Rural Southeastern Montana. Paper presented at the Rural Sociology, 60, 3, 416-34 Fall. Factors related to dropping out were examined among Northern Cheyenne and Crow high school students living in three southeastern Montana communities and attending a Catholic school, a public school, or a tribal school. Place of residence, parental educational attainment, and school experiences were important variables, but their effects varied by school. (Author/SV) EJ516769

Ward, C. (1998). The Importance of Context in Explaining Human Capital Formation and Labor Force Participation of American Indians in Rosebud County, Montana. Paper presented at the Rural Sociology, 63, 3, 451-80 Sep. Considers human capital and economic organization perspectives in the analysis of patterns of employment and poverty among American Indians and Whites in Rosebud County, Montana. Uses an "embeddedness" approach involving ethnographic data and recent analyses of schooling to illuminate the role of local cultural knowledge and social relations in Northern Cheyenne labor market participation. Contains 52 references. (Author/SV) EJ572416

Ward, J. G., & Anthony, P. (1992). Who pays for student diversity?: population changes and educational policy. Newbury Park, Calif.: Corwin Press. Lb2825.w43 1992 379.2/0973

Warren, C. E. (1993). Harlan County Public Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program., 194p. The Harlan County Public Library Literacy Project (Kentucky) provided rural- oriented, basic literacy, and oral history programs to a community of 100,000- 200,000. The goal of the project was to produce six booklets about local people and issues, to be used as literacy materials in programs with Appalachian students. Students wanted to produce stories about people's experiences of living in Appalachia, stories that value their culture and help to preserve it. The first booklet, "Hard Times Happy Times," is a collection of stories written by a Harlan County literacy student. While only a few students were comfortable writing such stories, many students were willing to tell the stories. As a result, the rest of the booklets were developed through taped interviews with students and local residents from Harlan and Letcher Counties, and members of the Virginia Black Lung Association. The booklets were sent to 28 libraries in the Eastern Kentucky area, and shared with county literacy personnel, Kentucky Literacy Commissions, and members of the Community Based Literacy coalition sponsored by the University of Tennessee. Attachments include a list of libraries/literacy programs and people receiving program booklets, student evaluations, and the literacy booklets: "Hard Times Happy Times" (Dorothy Maggard); "Digging for Justice" (Virginia Black Lung Association); "Those Were the Days" (Jesse Renfro); "Mountain Memories" (Ralph Collier); "In Honor of the Old Folks" (Hiram Day and Mae Hensley); and "The Times of My Life" (O. T. Henderson). (SWC) ED415881

Warren, R. L. (1967). Education in Rebhausen: a German village. New York: Holt Rinehart and Winston. Lb1568.g4 Lb1568.g4 w3 1967

Wenglinsky, H. (1998). Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics., 41p. This report presents findings from a national study of the relationship between different uses of educational technology and various educational outcomes. Data were drawn from the 1996 National Assessment of Educational Progress (NAEP) in mathematics, consisting of national samples of 6,227 fourth graders and 7,146 eighth graders. Data include information on the frequency of computer use for mathematics in school, access to computers at home and in school, professional development of mathematics teachers in computer use, and the kinds of instructional uses of computers in the schools. The study finds that the greatest inequities in computer use are not in how often they are used, but in the ways in which they are used. Poor, urban, and rural students are less likely to be exposed to higher order uses of computers than nonpoor and suburban students. For both fourth and eighth grades, teachers of urban and rural students are less likely to have had professional development in technology than suburban teachers. There were few differences in the frequency of school computer use in either grade, although black fourth graders reported more frequent use than white fourth graders. Yet for both grades, black students were less likely to have a computer at school. In essence, the study found that technology could matter, but that this depended on how it was used. The size of the relationship between the various positive uses of technology and academic achievement was negligible for fourth graders, but substantial for eighth graders. Taken together, findings indicate that computers are neither a cure-all for problems facing the schools nor mere fads without impact on student learning. When used properly, computers may serve as important tools for improving student proficiency in mathematics and the overall learning environment of the school. An appendix discusses how the study was conducted. (Contains 2 tables, 14 figures, and 23 references.) (SLD) ED425191 Available from: Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001; Tel: 609-734-5694; e-mail: pic@ets.org; Website: http://www.ets.org/research/pic ($9.50). You may be able to order this document from the ERIC Document Reproduction Service.

Y

Yeoman, B. (2000). Hispanic Diaspora. Mother jones, 25(4), 34.

Yoder, J. E., & Horst, S. L., Ed. (1996). The Fire of Liberty in Their Hearts: The Diary of Jacob E. Yoder of the Freedmen's Bureau School, Lynchburg, Virginia, 1866-1870., 232p. Jacob Eschbach Yoder was one of the many northern schoolteachers who went south to assist in educating the newly freed African American population in the years immediately following the Civil War. Impelled by a religious fervor stemming from his upbringing in the Mennonite faith and especially by the educational ideals he had absorbed from his mentor, James Pyle Wickersham, Yoder left his native Pennsylvania early in 1866 to become an instructor and administrator of Freedmen's Bureau schools in Lynchburg, Virginia. Yoder's diary provides valuable information about his work and personal development as well as useful insights into daily life in Reconstruction-era Virginia. His eyewitness account of the struggle for freedom, and his comments about the freedmen's ability to grasp fully that freedom, show a man wrestling with his own preconceptions and radical politics. After an unsatisfactory attempt to run his own school in Pennsylvania, Yoder returned to Lynchburg. In 1868, he became superintendent of 24 freedmen's schools in Lynchburg and six rural counties. When the Freedmen's Bureau program ended in 1870, Yoder accepted a position in Lynchburg's new public school system, ultimately becoming principal of the city's all-Black high school and administrator of its Black schools, serving the Black community for the rest of his life. The introduction gives a history of Yoder's life and Reconstruction-era Virginia that puts the diary in context. Notes to the introduction, a description of how the diary was edited, an index, and photographs are included. (TD) ED408115

Z

Zaidi, S. M. H. (1970). The village culture in transition; a study of East Pakistan rural society ( [1st ] ed.). Honolulu,: East-West Center Press. Hn690.5.e3 z33 309.1/549/2

Zapf, M. K. (1995). Crossing Cultural and Geographic Boundaries: Teaching Social Work Courses in Aboriginal Outreach Programs. Paper presented at the Human Services in the Rural Environment, 18, 4, 19, 1 p21-26 Spr-Sum. Examines outreach and cultural exchange in the design and delivery of social work courses offered in Canada's Aboriginal communities. Discusses the contract between the educational institution and the Aboriginal community, issues encountered by instructors in outreach programs, the appropriateness of distance education, and efforts to incorporate Aboriginal content into the central campus program. Contains 24 references. (LP) EJ551085

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