Year |
Citation |
Score |
2022 |
Kwon KA, Ford TG, Tsotsoros J, Randall K, Malek-Lasater A, Kim SG. 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. PMID 35457789 DOI: 10.3390/ijerph19084919 |
0.441 |
|
2021 |
Kwon KA, Ford TG, Jeon L, Malek-Lasater A, Ellis N, Randall K, Kile M, Salvatore AL. Testing a holistic conceptual framework for early childhood teacher well-being. Journal of School Psychology. 86: 178-197. PMID 34051913 DOI: 10.1016/j.jsp.2021.03.006 |
0.347 |
|
2020 |
Ford TG, Lavigne AL, Fiegener AM, Si S. 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. DOI: 10.3102/0034654319899723 |
0.412 |
|
2020 |
Ford TG, Hewitt KK. Better Integrating Summative and Formative Goals in the Design of Next Generation Teacher Evaluation Systems. Education Policy Analysis Archives. 28: 63. DOI: 10.14507/Epaa.28.5024 |
0.454 |
|
2019 |
Ford TG, Olsen J, Khojasteh J, Ware J, Urick A. The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave Journal of Educational Administration. 57: 615-634. DOI: 10.1108/Jea-09-2018-0185 |
0.531 |
|
2019 |
Urick A, Liu Y, Ford TG, Wilson ASP. 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. DOI: 10.1080/13603124.2019.1629697 |
0.372 |
|
2019 |
Ford TG. 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. DOI: 10.1016/J.Stueduc.2019.06.001 |
0.515 |
|
2018 |
Abdelkarim A, Schween D, Ford T. 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. PMID 29437846 DOI: 10.21815/Jde.018.019 |
0.395 |
|
2018 |
Ford TG, Urick A, Wilson ASP. Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction Education Policy Analysis Archives. 26: 59. DOI: 10.14507/Epaa.26.3559 |
0.511 |
|
2018 |
Ford TG, Youngs PA. 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. DOI: 10.1177/1741143216682501 |
0.406 |
|
2018 |
Urick A, Wilson ASP, Ford TG, Frick WC, Wronowski ML. Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter: Educational Administration Quarterly. 54: 396-438. DOI: 10.1177/0013161X18761343 |
0.496 |
|
2018 |
Ford TG, Ware JK. Teacher Self-Regulatory Climate: Conceptualizing an Indicator of Leader Support for Teacher Learning and Development Leadership and Policy in Schools. 17: 27-51. DOI: 10.1080/15700763.2016.1197283 |
0.503 |
|
2018 |
Ford TG. Pointing teachers in the wrong direction: understanding Louisiana elementary teachers’ use of Compass high-stakes teacher evaluation data Educational Assessment, Evaluation and Accountability. 30: 251-283. DOI: 10.1007/S11092-018-9280-X |
0.534 |
|
2017 |
Ford TG, Sickle MEV, Clark LV, Fazio-Brunson M, Schween DC. Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana: Educational Policy. 31: 202-248. DOI: 10.1177/0895904815586855 |
0.467 |
|
2016 |
Abdelkarim A, Schween D, Ford T. Implementation of Problem-Based Learning by Faculty Members at 12 U.S. Medical and Dental Schools. Journal of Dental Education. 80: 1301-1307. PMID 27803202 |
0.327 |
|
2016 |
Abdelkarim A, Schween D, Ford T. Implementation of Problem-Based Learning by Faculty Members at 12 U.S. Medical and Dental Schools Journal of Dental Education. 80: 1301-1307. DOI: 10.1002/J.0022-0337.2016.80.11.Tb06215.X |
0.383 |
|
2014 |
Abdelkarim A, Benghuzzi H, Hamadain E, Tucci M, Ford T, Sullivan D. U.S. Dental students' and faculty members' attitudes about technology, instructional strategies, student diversity, and school duration: a comparative study. Journal of Dental Education. 78: 614-21. PMID 24706692 DOI: 10.1002/J.0022-0337.2014.78.4.Tb05713.X |
0.436 |
|
2014 |
Ford TG. Trust, control, and comprehensive school reform: Investigating growth in teacher-teacher relational trust in success for all schools Trust and School Life: the Role of Trust For Learning, Teaching, Leading, and Bridging. 2147483647: 229-258. DOI: 10.1007/978-94-017-8014-8_11 |
0.496 |
|
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