Rural School Supervision: Abstracts of Addresses Delivered at the Second Conference of Supervisors of the Southeastern States Held at Raleigh, North Carolina, December 6 and 7, 1926. Bulletin, 1927, No. 24
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Experienced Teachers,Rural Education,Principals,Educational Change,School Supervision,Counties,Rural Schools,Supervisors,Teaching Conditions,Administrator Role,Best Practices,Curriculum Development,Cooperation,Educational Research,School Schedules,Individualized Instruction,Special Needs Students,Questionnaires

This bulletin contains abstracts of addresses delivered at a two-day conference of State and county rural-school supervisors in the South-eastern States, called by the United States Commissioner of Education at Raleigh, N.C. December 6 and 7, 1926. Abstracts were prepared from manuscripts submitted by the authors. The conference was attended by more than 100 rural educational workers, most of whom are engaged in State and county supervision. States represented were Alabama, Arkansas, Georgia, Florida, Kentucky, Louisiana, Maryland, New Jersey, New York, North Carolina, Oklahoma, South Carolina, Texas, Tennessee, and Virginia. The United States Bureau of Education was represented by two members of the staff of the division of rural education. The program presented at the conference was arranged to consider the four large problems indicated by the Roman numerals in the table of contents; under each of these at least one major paper or address was presented, followed by free discussion from the floor. The nature and content of the program bear witness to the fact that supervisors have recently made considerable progress in bridging the distance between modern educational theory and practice under actual schoolroom conditions. This progress, as recorded in the present bulletin, has been mainly in three directions: (1) Adapting supervision to group differences among teachers and to conditions in larger rural schools whose principals are beginning to share supervisory responsibilities; (2) identifying rural supervision actively with modern research movements; and (3) adjusting the curriculum in order to better fit the instruction offered in rural schools to the life and needs of rural children. Part 1, Problems concerned with efficiency of rural school supervision, included: (1) Adaptation of supervision to group differences among teachers (Isobel Davidson); (2) Adaptation of supervision to needs of superior experienced teachers (Mildred English); (3) Interdependence of principal and supervisor (Pauline O'Rourke); and (4)  Fundamental issues involved in adjustment of work of supervisors and principals (J. E. Potts). Part 2, Value of research in the solution of supervisory problems, addressed: (1) Supervisors and teachers as cooperators in research studies (M. R. Trabue); (2) Cooperative research work in a county school system (Nettie E. Brogdon); (3) Supervisory activities and teacher reactions (Nancy O. Devers); and (4) Means used by rural teachers and supervisors to profit by the results of research, and to participate in research studies (Maycie K. Southall). Part 3, The relation of rural curriculum adaptation to supervision, covered: (1) Problems involved in curriculum adaptations (Fannie W. Dunn); (2) Differentiation in curricula to meet the life and needs of rural children (Helen Hay Heyl); (3) Adjustment of the curriculum to the hundred-day pupil (Hazel L. Fisher); (4) Adjustment of curriculum to atypical pupils (Margaret Hayes); and (5) Adjustment of curriculum to the short-term rural school (Matilda O. Michaels). Part 4, Equitable distribution of the supervisor's time, included a single presentation: Questionnaire study of allotment of time of State and county supervisors in Southeastern States (Annie Reynolds). Individual abstracts contain footnotes and tables. [Prepared in the Division of Rural Education. Best copy available has been provided.]