Christopher Redding

Assistant Professor

University of Florida

United States

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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.

Christopher Redding

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Articles (19)

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 (4)

Steven Carlo

Tuan Nguyen

Erica Harbatkin

Lam Pham

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