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Teacher Retention and the Impact of North Carolina's New Definition of a Low-Performing School
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Teacher Retention and the Impact of North Carolina's New Definition of a Low-Performing School. |
| 개인저자 | Giles, Janice Marie. |
| 단체저자명 | The University of North Carolina at Chapel Hill. Education (Educational Leadership ). |
| 발행사항 | [S.l.]: The University of North Carolina at Chapel Hill., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 102 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-10A(E). Dissertation Abstract International |
| ISBN | 9780438033474 |
| 학위논문주기 | Thesis (D.E.)--The University of North Carolina at Chapel Hill, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Adviser: Brian C. Gibbs. |
| 요약 | Teachers are a resource, and equitable resource allocation must include the equitable distribution of teachers across all schools. Previous research has found that high poverty and minority students are more likely to be taught by inexperienced |
| 요약 | This study used a quantitative causal-comparative design and analyzed secondary administrative data files from the North Carolina Department of Public Instruction as well as survey data from the North Carolina Teacher Working Conditions Survey. |
| 일반주제명 | Educational leadership. Education policy. Education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
