Freeing Resources for Improving Schools: A Case Study of Teacher Allocation in Boston Public Schools.

Miles, Karen Hawley

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Peer reviewed

ERIC Number: EJ520985

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-3737

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Freeing Resources for Improving Schools: A Case Study of Teacher Allocation in Boston Public Schools.

Miles, Karen Hawley

Educational Evaluation and Policy Analysis, v17 n4 p476-93 Win 1995

A case study of Boston (Massachusetts) public schools shows how specialization and fragmentation of teaching resources reduced the individual attention most students received and limited a school's flexibility to respond to student needs. The analysis develops three measures as possible indicators of the opportunity for freeing teacher resources. (Author/SLD)

Descriptors: Attention, Case Studies, Educational Improvement, Evaluation Methods, Public Schools, Resource Allocation, Specialization, Teacher Placement, Time Management

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A