Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school |
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Authors: | Suzanne M Rice |
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Institution: | (1) University of Rhode Island, School of Education, Chafee Hall 705, Kingston, RI 02881, USA |
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Abstract: | Of the school-level factors that have an impact on student learning, one of the most powerful appears to be the effectiveness
of the individual teacher. The most effective teachers are, therefore, one of the most important tools schools and systems
have at their disposal to lift the achievement of socio-economically disadvantaged students and improve equity, and policy
must be designed in such a way as to draw more of them to the most disadvantaged educational settings. To do this, systems
and schools need to be aware of differences in the priorities more and less effective teachers hold in deciding where to teach.
This study highlighted such differences in a large sample of Australian teachers. The most effective teachers placed considerably
more importance on professional factors in determining whether to transfer into a school. Implications for staffing policy
are discussed. |
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Keywords: | |
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