The influence of the neighbourhood on teacher characteristics: a case study of Coventry
In this paper the influence of the neighbourhood on teacher characteristics is examined, with particular reference to comprehensive schools in Coventry. The focus is upon a consideration of whether the characteristics of teachers in the inner-city and Social Priority Schools differ from their colleagues in schools in suburban locations and of nonpriority status. It was thought that such an approach would provide an assessment of the efficacy of some aspects of existing spatial policies aimed at alleviating educational disadvantage. A sample of 526 teachers drawn from 8 schools participated in the survey. A questionnaire was used to seek information on demographic, educational, experiential, and attitudinal details. The results suggest that the strong relationship between areas and teachers, recognised in a number of studies conducted in the USA, is little evidence in this British case study. Within Coventry there is a lack of interneighbourhood variation in the compositional makeup of teachers. The policy implications of these findings are discussed.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
When requesting a correction, please mention this item's handle: RePEc:pio:envira:v:20:y:1988:i:5:p:681-688. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Neil Hammond)
If references are entirely missing, you can add them using this form.