Teacher Geography: So What?
| dc.contributor.advisor | Galaskiewicz, Joseph | |
| dc.contributor.author | Sandberg, Marissa Anne | |
| dc.creator | Sandberg, Marissa Anne | en_US |
| dc.date.accessioned | 2013-08-09T18:57:28Z | |
| dc.date.available | 2013-08-09T18:57:28Z | |
| dc.date.issued | 2013 | |
| dc.identifier.citation | Sandberg, Marissa Anne. (2013). Teacher Geography: So What? (Bachelor's thesis, University of Arizona, Tucson, USA). | |
| dc.identifier.uri | http://hdl.handle.net/10150/297735 | |
| dc.description.abstract | Despite a wide range of existing literature concerning urban schools, teacher attrition, and educational disparities for the underprivileged, little research has been conducted concerning these issues in relation to commuting teachers. This study seeks to identify possible effects of commuting teachers, particularly into urban schools, including potentially strained relationships between teachers and students, schools, and communities, and possible linkages to high attrition rates. An exploratory case study was performed in one school in a large western city, consisting of qualitative interviews with ten teachers from a wide range of backgrounds. Despite a lack of association between either variable and overall satisfaction with their work environment, the findings demonstrate an association between teachers commuting great distances and considerations of leaving their specific jobs. This offers insight for administrators, policymakers, and other figures in education in that despite efforts to create positive school environments, spatial differences may present an ongoing challenge in teacher retention. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.title | Teacher Geography: So What? | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Thesis | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | bachelors | en_US |
| thesis.degree.discipline | Honors College | en_US |
| thesis.degree.discipline | Sociology | en_US |
| thesis.degree.name | B.A. | en_US |
| refterms.dateFOA | 2018-06-23T04:06:23Z | |
| html.description.abstract | Despite a wide range of existing literature concerning urban schools, teacher attrition, and educational disparities for the underprivileged, little research has been conducted concerning these issues in relation to commuting teachers. This study seeks to identify possible effects of commuting teachers, particularly into urban schools, including potentially strained relationships between teachers and students, schools, and communities, and possible linkages to high attrition rates. An exploratory case study was performed in one school in a large western city, consisting of qualitative interviews with ten teachers from a wide range of backgrounds. Despite a lack of association between either variable and overall satisfaction with their work environment, the findings demonstrate an association between teachers commuting great distances and considerations of leaving their specific jobs. This offers insight for administrators, policymakers, and other figures in education in that despite efforts to create positive school environments, spatial differences may present an ongoing challenge in teacher retention. |
