David Marshall

Associate Professor

Auburn University

United States

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About

David Marshall is an Associate Professor at Auburn University in the United States. His research areas include teacher well-being, parental school choice in segregated communities, and public school accountability. He has published extensively on topics such as the impact of the COVID-19 pandemic on education and the role of theory in university evaluation coursework.

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Collaborators (5)

Hyeon Jean Yoo

Assistant Professor

Tennessee State University

UNITED STATES

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Teanna Moore

Auburn University

UNITED STATES

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Katrina Brown-Aliffi

Teachers College, Columbia University

UNITED STATES

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Lisa Abrams

Associate Professor

Virginia Commonwealth University

UNITED STATES

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David M. Shannon

UNITED STATES

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David Marshall

Research Interests

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About

Articles (24)

The Development of Brief Measures of Teacher Well-Being: Emotional Exhaustion, Workload, Administrative Support, and Colleague Support

Parental School Choice Architecture in Segregated Communities: The Case of Two Racially Integrated Charter Schools

Virtual school parent perceptions of public school accountability

The Role of Theory in University Evaluation Coursework

Making the Grade: Parent Perceptions of A–F School Report Card Grade Accountability Regimes in the United States

The Case for Federal Educational Research Support

Introduction to the Special Section: The Winners of the 2025 Patrick Wolf ISCRC Best Paper Prize

Understanding teacher burnout following COVID-19

“Hard Work, Patience, and a Lot of Grace”: Lessons Learned from Charter School Leaders During the COVID-19

Counseling Research Trends: A Content Analysis 2016–2020

Student Attendance Patterns as Actionable Early Warning Indicators of High School Graduation Outcomes: Findings from an Urban Alternative Charter School

The Ethics of Using Artificial Intelligence in Qualitative Research

Understanding Graduate Student Parents: Influence of Parental Status, Gender, and Major on Graduate Students’ Motivation, Stress, and Satisfaction

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Factors Related to Teacher Resilience during COVID-19

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

COVID-19 and School Closures: A Narrative Review of Pediatric Mental Health Impacts

Teacher Sense of Efficacy and Capturing the Initial Transition to Remote Instruction

The times they are a-changin’:Teaching and learning beyond COVID-19

What Changes Remain? Teacher Perspectives on Changes Made to U.S. Schools During the COVID-19 Pandemic

Describing Rural Charter Schools in the United States

Coaching in teacher residency programs: a strategy for professional learning and development for in-service teachers

Course grades as actionable early warning indicators: predicting high school graduation in an urban school district

Collaborators (5)

Hyeon Jean Yoo

Teanna Moore

Katrina Brown-Aliffi

Lisa Abrams

David M. Shannon

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