Allen, A (1969) Streaming, and the allocation of teachers, in the secondary schools of a county borough. Masters thesis, Durham University.
Introduction No one would suppose that lower streams need less competent teachers than the upper streams yet recent literature indicates that teachers tend to "be streamed as well as pupils. Aim To study the allocation of teachers to the various streams in the Secondary Modem Schools of a County Borough (Section 1) and to examine the case for the lower streams receiving an equal, if not a better, allocation of 'good' teachers (Section 2). The General Null Hypotheses tested are that there are no differences in A allocation to the upper and lower streams of teachers who are (1) Heads of Subjects; (2) Holders of Special Qualifications; (3) Holders of Responsibility Posts; B the numerical sizes of groups in which upper and lower streams are taught; C (1) the degree of Secondary Education received; (2) the difficulty of the teaching situation; (3) the opportunities within the school; (4) the home backgrounds; that constitute a case for the lower streams receiving a better allocation of 'good' teachers. Perspective is brought to the 'attitude' and 'opportunity' findings by a number of Secondary Modem - Grammar Schools' comparisons. Sampling and method The nine Secondary Modem Schools of the County Borough allowed access, to the necessary sources of information for Section 1. Other data were obtained mainly by questionnaire. The Questionnaire, containing a number of Likert-type scales as well as 'mobility' and 'opportunity' questions, was completed by some 1,800 third and fourth form pupils from the Secondary Modem and Grammar Schools of the County Borough. No information relating to home backgrounds was made available. Conclusions. There were sufficient indications of stream related differences to allow the General Null Hypotheses, to be rejected: the upper streams receive a better allocation of teachers and the evidence of Section 2 presents a strong case for why this should not be so.
|Item Type:||Thesis (Masters)|
|Award:||Master of Education|
|Copyright:||Copyright of this thesis is held by the author|
|Deposited On:||14 Mar 2014 16:06|