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This paper examines the meaning of "rural" in rural education research and the relationship of this meaning to the research project's design and purpose. In traditional, comparative research designs, "rural" becomes a part of research that involves or implies comparisons with the nonrural. In contrast, emergent, interpretive designs make "rural" central to rural education research in a more subtle and profound sense. Interpretive designs make the rural context in rural education research more relevant by seeking to understand people and their actions in a holistic sense rather than aiming to predict and control individual variables, and by focusing on the conscious intentional aspects of people. Understanding the meaning or organization of a person's experience requires analysis of the person's unique dynamics and history, local culture and social structures, and collective language and symbol systems. Examples drawn from studies of rural teen pregnancy and of the impact of teachers on rural adolescents illustrate the utility of each type of research design, depending on the research purpose. Results that describe the relationship between individual variables are often applicable across educational settings. Because of the unique context, interpretive results are singularly rural, contributing to an understanding of both rural adolescents as human beings and the dynamics of development in a small rural school. Contains 10 references. (SV)

Sixteen graduates of rural high schools were interviewed and asked to describe specific interactions with adults during their high school days that had significantly affected their thoughts about themselves or their future. Brief discussions examine the reasons that teachers have an impact on rural adolescents, what constitutes a "rural" teacher impact, the relationship between rural education and the rural community, and the importance of teacher actions in light of their professional responsibilities to young people. The interviewees' perceptions were grouped into five clusters, each of which was divided into positive or negative outcomes: learned values, life choices, self-esteem, academics, and social skills. Teacher actions were clustered into professional and relationship actions, each one divided into positive or negative outcomes. Results indicate that some teachers had tremendous influence on some students, and with one exception, all participants mentioned at least one teacher who had a positive influence on their life. Teachers seem to have a high probability of affecting academic motivation and performance, but there were relatively few examples of teachers affecting values, and these tended to be negative. Implications for professional ethics and teaching practice are discussed. Appendices include 14 references; interview results; and descriptions of participants by education, rurality of school, and gender. (TD)

This final report describes activities and accomplishments of the NICU Follow-Through Project, a 3-year project designed to help hospital neonatal intensive care units (NICUs) and community developmental centers serving infants with disabilities or very low birth weights (VLBW) replicate the project's innovative and successful training components. The model provided training to medical and early intervention professionals in 18 outreach communities within 10 states. Program accomplishments included: (1) assisted medical and early intervention professionals to train and facilitate parents in supporting their VLBW infants with severe disabilities while engaging them in caregiving activities and social interactions; (2) assisted medical and intervention professionals to interpret the neurobehavioral cues expressed by these infants and to respond in an appropriate contingent manner during caregiving, assessment, or intervention sessions; (3) assisted medical and early intervention professionals to implement a comprehensive interagency coordinated service plan for VLBW/severely disabled infants and their families; and (4) trained medical/educational professionals to become trainers of a neurobehavioral assessment. Individual sections of this report describe the project's goal and objectives, outreach training communities, implementation of objectives, evaluation of training programs, and products. Eight appendices provide additional information and materials such as training materials for team building, naturalistic observation of newborn behavior, infant behavioral assessment, and examples of action plans. (Contains 73 references.) (DB)

This report briefly introduces the ideas of six influential individuals in the field of quality control, and relates these concepts to current educational innovations. Quality is defined by Philip B. Crosby as the result of a culture of relationships within an organization. W. Edwards Deming espouses intrinsic motivation for all employees, consistency of purpose, and consistent quality improvement. Armand V. Feigenbaum proposes integrating quality development, maintenance, and improvement efforts of groups within an organization. Kaoru Ishikawa emphasizes full participatory management. Joseph M. Juran stresses the "project approach" wherein solution schedules are developed as problems are identified. Taiichi Ohno's contribution is to eliminate waste in the deployment of people by developing teams and team leaders. The point is made that systems do not operate in isolation from their host communities. Dr. Deming's PDSA (Plan Do Study Act) cycle is used as an example of a quality process. Seven basic quality control tools and seven management and planning tools are described that help people organize and analyze facts, opinions, and political realities as part of the decision-making process. Total Quality Management is used to examine recent educational initiatives: site-based decision making, effective schools, strategic planning, outcome-based education, and contract schools. The 1993 work "Toward Quality in Education the Leaders' Odyssey," developed by the National LEADership Network study group on restructuring schools, places Deming's 14 points under 8 headings and compares varied educational innovations and initiatives in that context. The total systems approach is urged as the tie used to interface innovations and initiatives that schools and school districts adopt. This paper contains 89 references. (RAH)

Three physical education teachers responded to an article written 13 years earlier. The article tells the story of an average adolescent male and his experiences with physical education and fitness. The teachers discuss this story's relevance in the year 2000 as well as changes in physical education since the original article's publication. (MKA)

The first year of a project to develop, evaluate, and disseminate a system for occupational program planning in community colleges is discussed. The focus of the first year was the development of the system. This report of the first phase is divided into three parts. In part 1, materials and concepts important to the development of the system are reviewed. First, the literature on occupational program planning in community colleges is explored. Second, important concepts in the development of the project system is discussed. Part 2 contains the pilot edition of the project system. Part 3 contains the references for the development of the project system. Annotated bibliographies are presented for the use of both researcher and practitioner in the area of program development. (DB)

In today's internal armed conflicts that pitch one group against another, minority and indigenous children are often seen as "legitimate targets" despite the wealth of international law to the contrary. This report focuses on three recent or current armed conflicts, drawing on interviews with children and others to piece together the effects these wars have had on the Jumma children of the Chittagong Hill Tracts of Bangladesh, the Maya children of Guatemala, and minority children of Somalia. Each case study provides the following: (1) background information on the conflict and intergroup relations; (2) details of violence and abuses against children (murder, torture, rape and other gender-based violence, forced recruitment as combatants, witnessing of human rights violations, loss of family and community, displacement as refugees, disruption of family and community life and infrastructure); (3) children's needs for education, health services, and rehabilitation support; and (4) recommendations to the national government, indigenous organizations, and the international community. Final sections sum up the findings and offer general recommendations to the international community. (Contains 63 references, notes, maps, an explanation of abbreviations, and text of United Nations resolutions on minority rights and children's rights.) (SV)

Interviews with 87 adolescents from farm and nonfarm families in rural New York revealed that farm adolescents were closer to their families, were more isolated from peers and peer-related activities, were less likely to pursue a college degree, and were unlikely to remain on the farm despite the positive aspects of farm life. Addresses implications for rural education. (LP)

Interviews with 20 high school students in rural upstate New York reveal that students perceived the rural community as offering a sense of safety and belonging while taking away personal privacy and fostering prejudices. Adult interactions perceived as important included community support for the school and adolescent activities and interpersonal contacts with teachers, family members, and other adults. (KS)

The feasibility of combining the resources of the school districts of Ottumwa, Iowa, and neighboring areas with Indian Hills Community College into a comprehensive program for Ottumwa high school students at a regional site was investigated. An articulated vocational program, beginning at the junior high level, would extend through high school, Indian Hills Community College, and perhaps to a baccalaureate degree in technologies. Competency-based curricula were seen to be offered throughout grades 10-14. Technical training and placement would occur through the college. Six assumptions were made by participants: a comprehensive high school is a desired delivery model; a cluster approach to vocational education is desired; high school level vocational education will not be exclusively job specific; the project assists high schools in meeting the requirements of 10 units in 4 out of 5 eligible clusters; parents and students will be involved; and definition will be added to the role of vocational education at both the high school and area school level. (Seven appendices are included: project budget; project staff; participating school districts and administrators; faculty response to Ohio State trip; third-party evaluations; "cooperation is the key"; and news clippings.) (NLA)