5. Harold F. Clark. Cost and Quality of Public Education: The Economics and Politics of Public Education. Syracuse: Syracuse University Press, 1963. 6. National Conference of Professors of Educational Administration. Problems and Issues in Public School Finance. New York: Bureau of Publications, Teachers College, Columbia University, 1952. 7. William P. McLure. "School Finance in District Reorganization." Phi Delta Kappan, 32:321–6, March 1951. 8. Harold J. Morris. "Relationship of School Size to Per Pupil Expenditure in Secondary Schools of the Southern Region." Unpublished doctor's dissertation, George Peabody College for Teachers, Nashville, 1964. 9. Division of Surveys and Field Services. High Schools in the South-A Fact Book. Nashville: The Division, George Peabody College for Teachers, 1966, pp. 57-72. 10. Noble J. Gividen. High Echool Education for Rural Youth. Washington: National Committee for Children and Youth, 1963, p. 5. 11. Roscoe Pulliam. "A Three-Point Program." Phi Delta Kappan, 23(4):123, Dec. 1940. 12. M. L. Cushman. "The Reality of Rural Education" Phi Delta Kappan, 36(1):6, Oct. 1954. 13. James W. Whitlock and Billy J. Williams. Jobs and Training for Southern Youth. Nashville: Center for Southern Education Studies, George Peabody College for Teachers, 1963, 35 pp. 14. U.S. Office of Education. Statistics of State School Systems, 1963-64. Data principally from Table 5. Washington: U.S. Government Printing Office, OE-20020-64, 1967. 15. "Biennial Report." Michigan State Department of Public Instruction, 1962-64. 16. John G. Lorens. "Library Services Act-The First Three Years." ALA Bulletin, Jan. 1960, p. 18. 17. Jim Leeson. "For the West, a Wide-open Space Project." Southern Education Report, March 1967, pp. 10-15. 18. Burton W. Kreitlow. "Reorganization Really Makes a Difference." NEA Journal, May 1967, pp. 44-45. 19. Jane Franseth. Supervision in Rural Schools. U.S. Office of Education, Bulletin 1965, No. 24. Washington: U.S. Government Printing Office, 1965, p. 3. 20. Robert M. Isenberg. "Districts Grow-So Do Problems." American School Board Journal, April 1967, p. 47. THE ROLE OF THE ERIC CLEARINGHOUSE ON RURAL EDUCATION AND SMALL SCHOOLS (ERIC/CRESS) ERIC (the U.S. Office of Education's Educational Resources Information Center) is a national network for acquiring, abstracting, indexing, storing, retrieving, and disseminating the most significant and timely educational reports and program descriptions. ERIC consists of a coordinating staff located at the U.S. Office of Education, supportive technical subcontractors, and 19 decentralized Clearinghouses, each focused on a separate area of education. The basic objective of ERIC is to provide the acquired information promptly and inexpensively to a wide variety of audiences. Information is disseminated through RESEARCH IN EDUCATION (RIE), a monthly abstract journal published by Government Printing Office. RIE contains abstracts of documents from all ERIC Clearinghouses; abstracts of on-going research projects; and indexes by subject, institution, and author or principal investigator. Documents cited are available in hardcopy or microfiche form from ERIC Document Reproduction Service (EDRS) in Bethesda, Maryland; alternate availabilities are indicated when relevant. (Microfiche are 4" x 6" microfilm cards, containing up to 70 pages of text.) Articles from selected journals are indexed in CURRENT INDEX TO JOURNALS IN EDUCATION (CIJE), published monthly by CCM Information Corporation in New York City. (Presently more than 540 journals are indexed; some journals are indexed cover to cover; other journals are only indexed when education articles appear.) The ERIC Clearinghouse on Rural Education and Small Schools (CRESS) is responsible for acquiring, abstracting, and indexing research reports and other documents related to all levels of rural education, small schools, Indian education, 59-411 0-71-pt. 15- -13 Mexican American education, migrant education, and outdoor education and recre ation. Included are broad ranges of materials, program descriptions, and innovations of each of the above, plus literature pertaining to social and cultural charac teristics of American or international rural populations. Documents submitted to CRESS include research reports, newsletters, conference papers, bibliographies, curriculum guides, speeches, journal articles and books. Bibliographies, state-ofthe-art papers, interpretive summaries of research, and research synthesis papers are prepared and disseminated by ERIC/CRESS staff. Examples of special activities of ERIC/CRESS are as follows: A national workshop on "Vocational Education for American Indians” was conducted to coordinate vocational programs. A four-week institute funded by USOE for thirty librarians working with Mexican Americans and Indians was conducted by ERIC/CRESS. A satellite center for ERIC/CRESS was established at the University of North Dakota. Copies of all CRESS publications will be located at the center which in turn will act as an acquisitions agency for the Clearinghouse. A joint workshop was conducted by ERIC/CRESS and the ERIC Clearinghouse on Teacher Education to develop guidelines for teacher education programs for Indian Americans. This workshop was held at the Indian Education Center, Arizona State University. CRESS sponsored a national conference for the preparation of teachers working with Mexican Americans. The conference was funded by USOE. A Southwest Regional Conference for Outdoor Education was jointly sponsored by CRESS and the New Mexico State University Physical Education Department. Many states were represented. Clinics were conducted on various outdoor activities. Public Schools for Cooperative Research, an East Tennessee school study and development council, conducted a conference at the University of Tennessee. CRESS prepared working papers for the conference and sent the associate direc tor and three research associates to discuss the papers with conference participants. CRESS prepared seven publications for a National Conference on Educational Opportunities for Mexican Americans. The publications were reports and analogies of the educational and sociological needs of the Mexican American. A workshop designed to determine knowledge needed and information utilized concerning each of our scope areas was conducted. Consultants representing each of our scope areas set up working groups to determine the target topics for research projects. As a result of this project, CRESS contracted a number of papers on the topics suggested. In addition to the indexing and abstracting of information for RIE and CIJE. a major function of the ERIC system is that of research synthesis. It is impossible for the local teacher or administrator to read all the research produced in their area of interest. Increased emphasis has been placed in each of the Clearinghouses to synthesize research in an area with one easily understood publication. ERIC/CRESS produces synthesis papers for each of its scope areas. More than fifty-six publications have been produced by the Clearinghouse. The trend now is toward that of producing material that can be of immediate use by the local education. The ERIC information base is used in the development of such products. ERIC/CRESS is staffed to answer requests pertaining to the use of the ERIC system in general as well as ERIC/CRESS itself. Staff members can also provide consultation services on the establishment and use of information centers. CRESS is also equipped to run computer searches through the entire ERIC files, including both the RIE collection and CIJE articles. A quarterly newsletter is published by ERIC/CRESS staff. Newsletters are distributed to our regular mail list and are available upon request. |