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Christopher Redding

Assistant Professor

University of Florida

United States

Research Interests

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About

Christopher Redding is an Assistant Professor at the University of Florida, USA. His research areas include teacher turnover intentions, the impact of education policies such as Race to the Top on student achievement and teacher qualifications, and the working conditions of educators. His recent publications explore critical issues in educational practices and policy implications, aiming to enhance understanding of teacher dynamics and student outcomes.

Articles (23)

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2020

Collaborators (8)

Steven Carlo

Assistant Professor

Monmouth University

UNITED STATES

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Tashnuva Shaheen

Assistant Professor in Special Education

Binghamton University

UNITED STATES

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Tuan Nguyen

Assistant Professor

University of Kansas

UNITED STATES

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Tracy Sweet

University of Maryland

UNITED STATES

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Erica Harbatkin

Assistant Professor of Educational Policy and Evaluation

Florida State University

UNITED STATES

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Loretta Mason-Williams

Associate Professor

Binghamton University

UNITED STATES

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Hannah Morris Mathews

Associate Professor

University of Florida

UNITED STATES

View details

Lam Pham

Assistant Professor

North Carolina State University

UNITED STATES

View details

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Christopher Redding

Research Interests

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About

Articles (23)

Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers

General and Special Education Teachers' Advice Networks: A Social Network Analysis

Composition, Distribution, and Stability of the Special Education Teacher Workforce in Seven States

Burnout and Intent to Leave as Predictors of Retention for Special Educators Serving Students With Emotional-Behavioral Disorders

Superintendent Turnover and Student Achievement: A Two-State Analysis

The Effects of Race to the Top on Student Achievement: Evidence From National Data

Breaking Bad/Good? Patterns and Correlates of Public School Teachers’ Multiple Jobholding

Staying Close to Home: A Descriptive Analysis of the High School Graduates Who Return to Teach in Their Home District

Comparing Teacher Turnover Intentions to Actual Turnover: Cautions and Lessons for the Field

Teacher Working Conditions and Dissatisfaction Before and During the COVID-19 Pandemic

What Are the Side Effects of School Turnaround? A Systematic Review

Documenting the Distribution of Instructional Coaching Programs

Examining the Presence and Equitable Distribution of Instructional Coaching Programs and Coaches’ Teaching Expertise Across Tennessee Schools

The Adoption of Test-Based Grade Retention Policies: An Event History Analysis

The Effects of Race to the Top on Teacher Qualifications, Work Environments, and Job Attitudes

Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?

The Shifting Context of Special Education Teachers’ Work

Disparities in Access to Well-Qualified, Well-Supported Special Educators Across Higher- Versus Lower-Poverty Schools Over Time

Is Teacher–Student and Student–Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?

Do Students in Gifted Programs Perform Better? Linking Gifted Program Participation to Achievement and Nonachievement Outcomes

Who Are America’s Teachers of the Year?

The Map Is Not the Territory: Considering the Role of School Improvement Plans in Turnaround Schools

Collaborators (8)

Steven Carlo

Tashnuva Shaheen

Tuan Nguyen

Tracy Sweet

Erica Harbatkin

Loretta Mason-Williams

Hannah Morris Mathews

Lam Pham

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