Getting our best teachers into disadvantaged schools: differences in the professional and personal factors attracting more effective and less effective teachers to a school

Author： Rice Suzanne  

Publisher： Springer Publishing Company

ISSN： 1570-2081

Source： Educational Research for Policy and Practice, Vol.9, Iss.3, 2010-10, pp. : 177-192

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Working to maximise the effectiveness of a staffing mix: what holds more and less effective teachers in a school, and what drives them away?

By Rice Suzanne Margaret  

Educational Review, Vol. 66, Iss. 3, 2014-07 ,pp. : 311-329

Routledge Ltd

Access to resources Recommend Favorite

School-based instructional supervision and the effective professional development of teachers

By Tyagi Rajvir Singh  

Compare, Vol. 40, Iss. 1, 2010-01 ,pp. : 111-125

Routledge Ltd

Access to resources Recommend Favorite

Teachers' Perspectives on Effective School Leadership

By Harris Alma   Day Christopher   Hadfield Mark  

Teachers and Teaching: Theory and Practice, Vol. 9, Iss. 1, 2003-02 ,pp. : 67-77

Routledge Ltd

Access to resources Recommend Favorite

Profiling teachers' professional learning practices and values: differences between and within schools

By Pedder David  

The Curriculum Journal, Vol. 18, Iss. 3, 2007-09 ,pp. : 231-252

Routledge Ltd

Access to resources Recommend Favorite

The development of effective appraisal by teachers

By Bartlett Steve  

Journal of In-service Education, Vol. 24, Iss. 2, 1998-06 ,pp. : 227-238

Routledge Ltd

Access to resources Recommend Favorite