School staffing and the quality of education: Teacher stability and mobility

Hatton, Neville; Watson, Alan J.; Squires, Don; Soliman, Izabel

doi:10.1016/0742-051x(91)90035-n

Cited by 8 publications

(2 citation statements)

References 6 publications

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“…This is a deficit model of rural schooling, and it is promoted in the public consciousness through the official naming of the rural as problematic, both by itinerant teachers stopping over to advance their own careers and in the official naming of difficult-to-staff rural schools (Hatton et al, 1991;Roberts, 2005). The fear of the 'Outback', the myth of the loneliness of rural living, of heat, and snakes and dirt roads and dust-the fear of the 'wide brown land', beyond the mountains-is real in the Australian consciousness.…”

Section: Producing the Rural As Problematicmentioning

confidence: 99%

Regenerating Rural Social Space? Teacher Education for Rural—Regional Sustainability

Reid

Green

Cooper

et al. 2010

Australian Journal of Education

141

100

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The complex interconnection among issues affecting rural—regional sustainability requires an equally complex program of research to ensure the attraction and retention of high-quality teachers for rural children. The educational effects of the construction of the rural within a deficit discourse are highlighted. A concept of rural social space is modelled, bringing together social, economic and environmental dimensions of (rural—regional) sustainability. This framework combines quantitative definitional processes with more situated definitions of rural space based on demographic and other social data, across both geographic and cultural formations. The implications of the model are examined in terms of its importance for teacher education.

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Section: Producing the Rural As Problematicmentioning

confidence: 99%

Regenerating Rural Social Space? Teacher Education for Rural—Regional Sustainability

Reid

Green

Cooper

et al. 2010

Australian Journal of Education

141

100

View full text Add to dashboard Cite

show abstract

“…Indeed, it seems that highly qualified educators in many countries such as the US, the UK and Norway are more likely to stay in higher performing schools (Bonesronning et al, 2005;Boyd et al, 2011;Hanushek et al, 2004;Ingersoll, 2001;Nelson, 2006;Reed et al, 2006;Whitebook et al, 2007;Willis, 2010). This conclusion has also been reached by Hatton et al (1991) who found that those teachers who had their school located in rural areas are more likely to consider moving to another area. Moreover, Ingersoll (2001) and Reed et al (2006), by analyzing national data from the US, concluded that the maximum stay of highly qualified educators in the public schools of California is around five years and certainly those qualified teachers are not leaving their school due to retirement.…”

Section: Leadership and Quality Managementmentioning

confidence: 93%

Leadership and quality management

Saiti

2012

Quality Assurance in Education

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Purpose -This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the educational process, and to offer proposals for a framework of total quality management that would contribute to an improvement in the overall quality of the education process. Design/methodology/approach -The paper is based on theoretical analysis and on the current legislative framework. Three different aspects of the Greek education system are critically reviewed and discussed. Findings -This study recognises that, due mainly to the lack of a long-term educational strategy, the absence of an educational leadership development programme and limited financial support, the Greek educational system needs to review its structure and procedures -even those that are "taken for granted". Research limitations/implications -Given the differences between education and industry, and the fact that only three different aspects of the Greek education system are investigated here, more research and analysis would be required in this field. Practical implications -The paper is useful to educational planners and policy makers. From the perspective of total quality management, there may be a substantial impact on the improvement mechanisms and outputs in education, contributing to a country's social and economic well-being. Originality/value -The paper contributes to the better understanding of the value of total quality management in education, and offers recommendations that may be more widely adopted, and may contribute to an enhancement of overall educational quality.

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Rhizomatics and the Arts

Noone

2012

Discourse, Power, and Resistance Down Under

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School staffing and the quality of education: Teacher stability and mobility

Cited by 8 publications

References 6 publications

Regenerating Rural Social Space? Teacher Education for Rural—Regional Sustainability

Regenerating Rural Social Space? Teacher Education for Rural—Regional Sustainability

Leadership and quality management

Rhizomatics and the Arts

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