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Dissertations / Theses on the topic 'Urban and rural school teachers'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Molenkamp, Freda Joanne. "Rural and urban, experiences of female school teachers who taught in Alberta, 1905-1930." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ28968.pdf.

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2

Mason, Loretta Marie. "A profile of the qualifications of special education teachers among high poverty, urban, and rural schools." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8578.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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3

Turner, Scot Bruce. "Teacher's Perceptions of Leadership Characteristics of Public High School Principals Associated with Student Socioeconomic Status, Community Type, Race, and Student Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26127.

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This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. One-Hundred and sixty-nine teachers representing six public high schools located in Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and Classroom Instruction; (III) Collaboration and Shared Leaders

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4

Woodbeck, Raymond A. "Retention and recruitment of research -based highly qualified teachers in suburban, urban, and rural secondary mathematics departments across northern California." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2503.

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Title II of the No Child Left Behind Act (NCLB) is intended to increase student academic achievement through strategies such as improving teacher quality and increasing the number of "highly qualified teachers" (HQTs) in the classroom. This Federal policy relies on educational research that demonstrates a connection between student achievement and teacher quality. Although NCLB considers each route that teachers may take to meet HQT requirements as equivalent, research demonstrates that some routes may foster higher student achievement than others; those teachers, who met HQT requirements thro

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Chapman, Heather Renee Brown. "THE STAKEHOLDER GAP LENS: TEACHER AND PARENTAL PERCEPTIONS OF THE ACHIEVEMENT GAP IN KENTUCKY'S PUBLIC SCHOOLS." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/12.

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The research around the achievement gap is extensive. However, regardless that the term “achievement gap” is so widely used in academia today, there is often confusion surrounding what the achievement gap is. This study seeks to answer three research questions: (1) To what extent does an achievement gap exist among different subgroups of students in Kentucky’s K-12 public schools? (2) How do the perceptions of parents and teachers interact with decision-making? (3) How do the ideas of parents and teachers regarding closing the achievement gap compare? This research examines perceptions of the

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6

Sloan, L'Tanya Webb. "The effect of implementing integrated learning system technology on teacher attitudes in rural and urban schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2130.

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The purpose of this study was to assess teacher attitude toward the implementation and use of integrated learning system technology in rural and urban schools and to compare the perceptions which the two groups held with regard to its effective use in delivering daily instruction. A review of selected literature was made to determine the appropriate tasks and responsibilities of teachers as viewed by authorities in the field of educational technology. In the review of selected literature, an effort was made to examine certain policies and procedures required as minimum expectations by the deve

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7

Hatch, Lance T. "Expert Rural Elementary School Teachers' Planning for Effective Instruction." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4028.

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Learning how to plan for effective instruction is a critical part of the work performed daily by the elementary school teacher. While some new and struggling teachers in urban school districts have access to professional development on a variety of topics including instructional planning, teachers in rural school districts often struggle to find training opportunities. This study sought to gather information and insight from rural teachers who demonstrate expert instructional planning. The specific planning decisions they made and activities they engaged in while planning were studied. Not onl

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8

Cassagnol, Cynthia. "Urban School Education and Preservice Teacher Preparation." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1152.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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9

Calvert, James Matthew. "Asthma and atopy in rural and urban Xhosa school children." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407258.

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10

Czech, Robert. "Perceptions of rural elementary classroom teachers toward behavioral intervention approaches." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005czechr.pdf.

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11

Marx, Kathryn Ashby Dianne E. "The role of veteran teachers in mandated improvement for rural high schools." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960418.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.

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12

Parks, Kimberly L. "The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/65.

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This qualitative study examined principals’ and teachers’ perceptions regarding retaining teachers in a large urban school system. This study was based on the premise that once teachers are recruited into an urban school, genuine support (conceptual and instructional) is needed for them to be retained in that type of setting. Retaining highly qualified teachers in urban schools is integral for student achievement and can relieve the financial strain for school districts. Studies have found that when teachers reach their fifth year of teaching, many leave the profession for various reasons, and

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13

Wang, Dan. "An ethnography of teachers in a rural school in China." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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14

Ying, Huang. "Urban and rural students : A qualitative study of the urban-rural divide among graduates from a “super high school” in China." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424426.

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Derived from the education division of China, this study emphasizes the urban-rural divide in students’ results of the NCEE (National College Entrance Examination). The NCEE is the official selection examination for higher education and the final examination of high school in Mainland China. As the major criterion in higher education selection, the divide can be found in the NCEE results of urban and rural students in which urban students are able to get higher grades than rural students. Aiming to discover the urban-rural divide in the NCEE results from how students prepare the NCEE in their

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15

Turner, Bobbiette Morreau Lanny E. Lian Ming-Gon John. "Teachers' perceptions of inclusionary practices in an urban school setting." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633429.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 25, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Thomas E. Caldwell, Larry D. Kennedy. Includes bibliographical references (leaves 129-149) and abstract. Also available in print.

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16

Yearout, Rebecca Lee. "The Experience of Co-teaching Elementary School Teachers in a Rural Public School District." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83390.

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As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching part

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17

Conco, Zamumuzi Paulos. ""How effective is in-service training for teachers in rural school contexts?"." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-132722.

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18

Neal, Timothy A. "Perceptions of Administrators: Improving Student Attendance in Urban, Suburban, and Rural Public Schools." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1444053175.

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19

Conco, Zamumuzi P. "How effective is in-service training teachers in rural school context." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/990994813/04.

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20

Pitkoff, Evan. "Absenteeism among urban high school employees : organizational variables /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10903586.

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21

Olsen, Noemi E. "Bullying Trends and Reporting Preferences Among an Urban, Suburban, and Rural School." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2418.

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Every student has the right to a safe learning environment, yet so many students have been targets of or witnesses of bullying incidents. In spite of school administration efforts to create effective reporting systems and to implement anti-bullying programs, many students remain silent victims. The present study analyzes data collected from a School Safety Survey through SchoolTipline. This data was used to determine the bullying trends, reporting trends, and reporting preferences of 562 7th and 8th grade students at an urban, suburban, and rural school. The results of this study indicate that

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22

Ausmann, Stephen Wade. "Characteristics of in-service urban music teachers and pre- service music teachers in Ohio and their attitudes toward teaching music in urban schools /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115923089.

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23

Cueto, Santiago, Enrique Jacoby, and Ernesto Pollitt. "Children's achievement in rural and urban areas of Peru." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102688.

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This paper presents the results on four tests of students from fourth and fifth grade of eight urban and rural elementary schools. Four of the schools were located in rural Huaraz, two were urban public schools (one in Huaraz and one in Lima), one was a parochial school and one was a privare school (these last two in Lima). The tests measured cognitive processes (coding from the WISC-R) and achievement (reading comprehension, vocabulary and arithmetic). The results favored urban over rural students. Among the urban, the highest scores were for the students of the privare and parochial schools.

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24

Crawford, Yashica Jariece. "Level of voice among urban and rural African-American middle-school students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010523.

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25

Jenkins, Faleese M. "The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77807.

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The nationwide effort to improve our schools and student achievement through a rebuilding of our educational system has not come without controversy; however, one element that is consistent throughout the research (Carnegie, Holmes, NEA, and the National Governors Association) is that teachers should participate in setting school goals and be accountable for achieving agreed upon standards of performance. This, of course, means a major shift in the current organizational and managerial structure of the school. The purpose of this study was to investigate the relationship between teachers' invo

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26

Ray, Julie A. "Rural and urban teachers' understanding of constructivism and its influence on their teaching practices /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998504.

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27

Whiting, Ross. "Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390560.

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Urban Education<br>Ph.D.<br>This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with di

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Howard-Skipper, Joni. "Leadership that promotes teacher empowerment among urban middle school science teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630880.

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<p> In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Th

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29

Zimmer, Chelcie. "The experience and psychological impact of school violence on rural Alberta teachers." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012, 2012. http://hdl.handle.net/10133/3284.

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Research is unclear as to whether the level of violence in schools is increasing or decreasing. Regardless, it is higher than anyone would prefer. Therefore, it is essential that information on the nature and effects of violence in our schools, as well as methods for coping with and preventing such violence be gathered. It is also essential that the impact on different populations be explored. This study presents quantitative and qualitative research on the experience and psychological impact of school violence on rural Alberta teachers specifically. Sixty-eight teachers from a rural Alberta s

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30

Wilkins, Marion. "A Study of the Recruitment of Teachers in a Rural School Division in Southeastern Virginia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30419.

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This is a case study of how one rural school division in Virginia used continuous process improvement to change the way it recruited teachers. The report includes the step-by-step process used by a team of school personnel to: (1) gain support of upper-level management, (2) define the current process, (3) analyze the current process, and (4) redesign the recruitment process. Team members were the vice-chairman of the Surry County School Board, the principals of the three schools located in Surry County, the Clerk of the School Board, the Central Office Receptionist, twenty-seven teachers, o

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Menand, Howard. "Globalization and education| 21st century instructional practices for urban teachers." Thesis, The University of North Carolina at Charlotte, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563208.

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<p> In the current knowledge economy, a connection exists between globalization and global macro policies and the micro level effect of these policies at the local classroom level. This study begins by establishing globalization's impact on education at the local level by operationalizing 21<sup>st</sup> century instruction as a global educational outcome that is actually a macro policy with micro effects. With this framework in place, this study examines the ability of a higher education institution to prepare pre-service teachers to provide 21<sup>st</sup> century instruction in the public m

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Dennis, Melinda Mullis. "The relationship between teacher personality type and burnout in rural middle school teachers." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/melinda_m_dennis/Dennis_Melinda_M_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 113-118) and appendices..

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Campbell, Stephen Patrick. "An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95030.

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The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and Staffing Survey. It examined how the qualifications of special education teachers varied among K-12 public schools according to the urbanicity of the school and the proportion of students in poverty within a school. Variables included those related to teacher qualifications, demographic characteristics, and school characteristics. The findings demonstrated that there were differences in the demographic characteristic

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34

Carpenter, Sherene. "A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/carpenter.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.<br>Additional advisors: Natalya Ivankova, Margaret Rice, Boyd Rogan, Linda Searby. Description based on contents viewed July 7, 2009; title from PDF t.p. Includes bibliographical references (p. 176-184).

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35

Crockett, Alan J. "The prevalence of respiratory symptoms in urban and rural South Australian school children /." Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmc943.pdf.

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36

Fraley, Tosha Kurzynske. "HOMOGENEITY, SORTING, AND SOCIAL CAPITAL: DIFFERENCES IN RURAL AND URBAN SCHOOL PEER EFFECTS." UKnowledge, 2013. http://uknowledge.uky.edu/msppa_etds/8.

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Rural America contributes greatly to the American Community, yet this population is often overlooked and underrepresented in most types of education literature. Choices about residence shape America’s public school system through the formation of school districts and schools associated with these local jurisdictions. Communities with different population densities may have different overall population composition and, therefore, may sort differently into schools. This paper examines the effect that population density, local jurisdictional sorting, homogeneity, peer characteristics, and communi

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37

Thomas, G. Eric. "The Superintendent's Role in School Turnaround| Perspectives of Rural, Suburban, and Urban Superintendents." Thesis, Concordia University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255498.

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<p> Research on school turnaround has been centered on individual schools and principals. This research argues the principal’s role is essential to turnaround (Herman et al., 2008; Leithwood & Strauss, 2008, 2010). There has been little research on what role superintendents play to influence school turnaround. This qualitative study explored the self-perceptions and reflections of ten superintendents (representing city, rural and suburban settings) that led districts in which schools turned around. The central question investigated the role and leadership approach of these superinten

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38

Meyer, Rachelle D. Wilkerson Trena L. "Lesson study the effects on teachers and students in urban middle schools /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3007.

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39

Stanton, Paula Stanton. "Coping Strategies of Alternatively Certified Teachers in an Urban U.S. School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3262.

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Teacher attrition has continued to be problem across the United States, especially in urban, high-need districts. The purpose of this qualitative multiple case study was to identify the coping strategies of alternatively certified teachers in urban, high-need schools in order to understand how teachers overcome factors contributing to attrition. Research questions centered on the perceived challenges and stressors of alternatively certified teachers as well as the coping strategies that support their retention. The conceptual framework was based on Bronfenbrenner's theory of ecological develop

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40

Montgomery, Richard Thomas II. "An Investigation of High School Teachers’ Epistemic Beliefs in an Urban District." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408662790.

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41

Peck, David Raymond. "New teacher experiences in two rural Washington school districts a phenomenological study /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/D_Peck_041508.pdf.

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Bayindir, Hasan Ali. "Personal Visions Of Teachers At A Village Primary School." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608901/index.pdf.

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The concept of personal vision refers to teachers&#039<br>ideal perception of education (teaching and learning, classroom management and educational implications for the society). Teacher&#039<br>s personal vision is how he or she wants these dimensions to be. This case study analyzed personal visions of teachers at a rural primary school and investigated the effects of the school context on teachers&#039<br>personal visions. The data were collected from ten teachers through utilizing the semi-structured interview method. The researcher analyzed the obtained data through cointent analysis. The

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Peña, Luis Rene. "How elementary school teachers think about and support parent involvement in an urban Latino elementary school." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676701&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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DeBruycker, Kimberly Michele. "Novice teachers' perspectives on principal mentoring in a K-8 rural school setting." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/debruycker/DeBruyckerK1208.pdf.

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Teacher turnover is a common theme in the literature for schools in our nation. Several rural Montana districts have a difficult time recruiting and retaining teachers. Many statistical studies indicate teachers move to other professions after teaching between three and five years. What remained unheard in Montana were the voices of the teachers who might stay in education if support and encouragement were made available directly from the principal or in a minority of cases, if the support available from the principal could be improved. Principals working with novice teachers in rural K-8 scho

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Johnson, Audrey D. "Professional Development that Enhances Pedagogy| Perceptions of Teachers in a Rural High School." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607658.

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<p>The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Dat

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46

Du, Plessis Michelle Loraine. "A literacy intervention with teachers : exploring reading culture in a rural secondary school." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25818.

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The purpose of this qualitative, participatory action research study was to explore and describe the nature of a reading culture in a rural secondary school before and after a literacy intervention. Themes of reading culture were investigated within the framework of systems theory and with interpretivism as epistemological paradigm. A secondary rural school was conveniently selected as part of ongoing FLY and STAR1 studies on resilience and rural schools. Language teachers (n=6, male=1, female=5) were purposively selected to participate in the literacy intervention. The literacy intervention w

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Nauyoma-Hamupembe, Ladipaleni Ndadiinina. "Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003679.

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The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objectiv

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Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.

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Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).

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Norman, Therese, and Michaela Norrman. "Progresa and its Impact on School Attendance : Disparities between Mexican rural and urban areas." Thesis, Jönköping University, JIBS, Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11997.

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<p>The aim of this paper is to analyze the impact of a conditional cash transfer program, Progresa, on school attendance in Mexican rural and urban areas. Within recent years, conditional cash transfer programs have become one of the most accepted remedies for poverty alleviation in many countries. Progresa was developed as an economic experi-ment, with randomized selection process, treatment groups and control croups. For this reason, the impact of Progresa is ideal for economic analysis. There are clear evidence of disparities between urban and rural school attendance rates in Mexico, hence

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Saretsky, Stanley T. "Attraction and retention of teachers in low achieving secondary schools in an urban school district /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809429.

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