ERIC Number: ED340106
Record Type: RIE
Publication Date: 1991-Jul
Bringing Context into Effective Schools Research: Urban-Suburban Differences.
Hannaway, Jane; Talbert, Joan E.
Findings from a study that examined the relationship between external environmental factors and effective school conditions are presented in this paper. A focus is on the ways in which the different "educational worlds" of urban, suburban, and rural high schools shape internal school processes. Methodology involved an analysis of the relationship of principal leadership and the teacher community to three categories of context variables--student characteristics, staff composition, and organizational context. High School and Beyond, a national longitudinal program, provided the data sources--a 1984 survey of 321 high schools and 4 data files on student, school, administrator, and teacher characteristics. Findings indicate that although the school systems differed in their social, political, and organizational settings, collegial support and principal leadership were fairly equally distributed across schools in the three sectors. Gender and district size were also significant variables. A recommendation is made for conducting "tailor-made" studies with a broader scope of analysis to formulate sensible policies within different settings. Three tables are included. The appendix contains measures of school organization variables. (20 references) (LMI)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Context of Secondary School Teaching.