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Timothy G. Ford

Affiliations: 
Education and Human Development University Of Louisiana at Monroe 
Area:
Curriculum and Instruction Education, Bilingual and Multicultural Education, Secondary Education, English as a Second Language Education, Hispanic American Studies
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Parents

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Children

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David M. Nordman grad student 2013 University Of Louisiana at Monroe
Cassie D. Owens grad student 2013 University Of Louisiana at Monroe
Tracye A. Todd grad student 2013 University Of Louisiana at Monroe
Andy R. Allen grad student 2014 University Of Louisiana at Monroe
Ralph M. Buie grad student 2014 University Of Louisiana at Monroe
Angela C. Jenkins grad student 2014 University Of Louisiana at Monroe
Myra B. Lovett grad student 2014 University Of Louisiana at Monroe
Stacey M. Pullen grad student 2014 University Of Louisiana at Monroe
Lijo Thomas grad student 2014 University Of Louisiana at Monroe
Harrington Watson grad student 2014 University Of Louisiana at Monroe

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Publications

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Kwon KA, Ford TG, Tsotsoros J, et al. (2022) Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health. 19
Kwon KA, Ford TG, Jeon L, et al. (2021) Testing a holistic conceptual framework for early childhood teacher well-being. Journal of School Psychology. 86: 178-197
Ford TG, Lavigne AL, Fiegener AM, et al. (2020) Understanding District Support for Leader Development and Success in the Accountability Era: A Review of the Literature Using Social-Cognitive Theories of Motivation. Review of Educational Research. 90: 264-307
Ford TG, Hewitt KK. (2020) Better Integrating Summative and Formative Goals in the Design of Next Generation Teacher Evaluation Systems. Education Policy Analysis Archives. 28: 63
Ford TG, Olsen J, Khojasteh J, et al. (2019) The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave Journal of Educational Administration. 57: 615-634
Urick A, Liu Y, Ford TG, et al. (2019) Does instructional leadership mediate effects of student home resources on opportunity to learn and math reasoning skills? A cross-national comparison of 4th grade students International Journal of Leadership in Education. 1-39
Ford TG. (2019) Can the use of informal control mechanisms increase trust among teachers? An evaluation of the Accelerated Schools intervention Studies in Educational Evaluation. 63: 59-71
Abdelkarim A, Schween D, Ford T. (2018) Attitudes Towards Problem-Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study. Journal of Dental Education. 82: 144-151
Ford TG, Urick A, Wilson ASP. (2018) Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction Education Policy Analysis Archives. 26: 59
Ford TG, Youngs PA. (2018) Creating organizational structures to facilitate collegial interaction among teachers: Evidence from a high-performing urban Midwestern US district Educational Management Administration & Leadership. 46: 424-440
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