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- W2166297182 abstract "Equal numbers of rural administrators and college education faculty were surveyed by questionnaire on attitudes toward delivering educational services to the handicapped and on issues identified in the literature as impacting on rural education. Results com pared responses of rural educators to those of college faculty, along with the responses of both to issues highlighted in the literature. Attitude differences between the two groups were found in response to financial, academic expectations, and voca tional training statements. Rural educators were more aware of issues impacting rural education than were college faculty, but neither group demonstrated a level of awareness necessary to improve pre- or inservice teacher training. The objectives of this study were to identify and verify the characteristics of rural settings and teachers that, in the literature, are related to success in rural teaching of students with handicapping conditions, and to compare college education faculty expectations and attitudes with those of local education administrators and master teachers. There is a current strong call for improvement of the preservice training of those who will teach in rural set tings [3; 5; 7; 9; 11; 13; 14]. While most teacher educa tion programs are responding to the trend to specialize, rural educators continue to need to be generalists [2; 5; 6]. They must be prepared to work across more disci plines, more age levels and more handicapping conditions than their counterparts in urban/suburban settings. They must have interpersonal skills and intrapersonal qualities that will support prolonged geographic, cultural and pro fessional isolation [3; 5]. They must know how to access resources, retain professional ties and maintain a positive self-image [1; 5; 11; 12]. METOD" @default.
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- W2166297182 title "How Far Is the Ivory Tower from Reality in Preparing Teachers for Rural Settings" @default.
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