Chris Torres
Datos Biográficos
| ID | 5741557 |
|---|---|
| NOMBRE | Chris Torres |
| NOMBRES | Chris |
| APELLIDO | Torres |
| FIRMA | TORRES C |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0002-2257-8597 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 35 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Bring in the Subs
This study focuses on the substitute labor market in Michigan and how substitutes navigate it using a survey of a random sample of the population of substitute teachers and interviews with district administrators, principals, and substitute teachers. Leaders in varied locales and contexts report increasing problems with substitute coverage and teacher absenteeism and leveraged higher pay and community connections to address it. Substitute survey …
Distributional Trends and the Induction Supports and Preparedness of Early Career Teachers
Using nationally representative data from 2000 to 2021, we examine the distribution of teacher characteristics and qualifications over time, with an emphasis on early career teacher (ECT) qualifications, access to induction supports, and perceptions of preparedness and their distribution across majority-minority, high-poverty, and rural schools. We find the proportion of ECTs and first-year teachers has remained mostly stable and even declined sl…
Gaining a better understanding of teacher absenteeism
This study explores the reasons for chronic teacher absenteeism, which is a growing concern due to the resulting expenses and implications on student learning. Twenty-one elementary teachers from seven different Michigan school districts were interviewed about their experiences with and perceptions of teacher absenteeism. Using interpretive lenses from the management literature on employee absenteeism and education literature on teacher mental he…
Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation
In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's Partnership model for School and District t…
If They Come Here, Will They Fit? A Case Study of an Urban No-Excuses Charter Management Organization’s Teacher Hiring Process
This case study of one “no-excuses” charter management organization (CMO) uses teacher surveys and interviews with principals, central office staff, and teachers to examine how a realistic job preview is enacted during the hiring process, and how newly hired teachers perceive their fit with the job and the organization before and after starting the position. Findings show a strong emphasis on honestly and clearly communicating expectations during…
Shared Leadership for Learning in Denver’s Portfolio Management Model
Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case stu…
Do no-excuses disciplinary practices promote success
The urban education reform landscape is being transformed by the rapid spread of charter schools. Leading the way is a group of high-performing, no-excuses charter schools, represented by networks like Knowledge Is Power Program (KIPP), Achievement First, and Uncommon Schools. Although critics have raised concerns over these schools’ highly structured disciplinary practices, these schools have justified these practices on the basis that they incr…
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations
An unsustainable workload is considered the primary cause of teacher turnover at Charter Management Organizations (CMOs), yet most reports provide anecdotal evidence to support this claim. This study uses 2010-2011 survey data from one large CMO and finds that teachers’ perceptions of workload are significantly associated with decisions to leave across schools and teachers. About 1 out of 3 teachers who rated their workload “unmanageable” left th…
Different location or different map? Investigating charter school teachers' professional identities
Do no-excuses disciplinary practices promote success
The urban education reform landscape is being transformed by the rapid spread of charter schools. Leading the way is a group of high-performing, no-excuses charter schools, represented by networks like Knowledge Is Power Program (KIPP), Achievement First, and Uncommon Schools. Although critics have raised concerns over these schools’ highly structured disciplinary practices, these schools have justified these practices on the basis that they incr…
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations
An unsustainable workload is considered the primary cause of teacher turnover at Charter Management Organizations (CMOs), yet most reports provide anecdotal evidence to support this claim. This study uses 2010-2011 survey data from one large CMO and finds that teachers’ perceptions of workload are significantly associated with decisions to leave across schools and teachers. About 1 out of 3 teachers who rated their workload “unmanageable” left th…
Different location or different map? Investigating charter school teachers' professional identities
If They Come Here, Will They Fit? A Case Study of an Urban No-Excuses Charter Management Organization’s Teacher Hiring Process
This case study of one “no-excuses” charter management organization (CMO) uses teacher surveys and interviews with principals, central office staff, and teachers to examine how a realistic job preview is enacted during the hiring process, and how newly hired teachers perceive their fit with the job and the organization before and after starting the position. Findings show a strong emphasis on honestly and clearly communicating expectations during…
Different location or different map? Investigating charter school teachers' professional identities
Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations
An unsustainable workload is considered the primary cause of teacher turnover at Charter Management Organizations (CMOs), yet most reports provide anecdotal evidence to support this claim. This study uses 2010-2011 survey data from one large CMO and finds that teachers’ perceptions of workload are significantly associated with decisions to leave across schools and teachers. About 1 out of 3 teachers who rated their workload “unmanageable” left th…
Do no-excuses disciplinary practices promote success
The urban education reform landscape is being transformed by the rapid spread of charter schools. Leading the way is a group of high-performing, no-excuses charter schools, represented by networks like Knowledge Is Power Program (KIPP), Achievement First, and Uncommon Schools. Although critics have raised concerns over these schools’ highly structured disciplinary practices, these schools have justified these practices on the basis that they incr…
Shared Leadership for Learning in Denver’s Portfolio Management Model
Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case stu…
If They Come Here, Will They Fit? A Case Study of an Urban No-Excuses Charter Management Organization’s Teacher Hiring Process
This case study of one “no-excuses” charter management organization (CMO) uses teacher surveys and interviews with principals, central office staff, and teachers to examine how a realistic job preview is enacted during the hiring process, and how newly hired teachers perceive their fit with the job and the organization before and after starting the position. Findings show a strong emphasis on honestly and clearly communicating expectations during…
Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation
In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's Partnership model for School and District t…
Gaining a better understanding of teacher absenteeism
This study explores the reasons for chronic teacher absenteeism, which is a growing concern due to the resulting expenses and implications on student learning. Twenty-one elementary teachers from seven different Michigan school districts were interviewed about their experiences with and perceptions of teacher absenteeism. Using interpretive lenses from the management literature on employee absenteeism and education literature on teacher mental he…
Bring in the Subs
This study focuses on the substitute labor market in Michigan and how substitutes navigate it using a survey of a random sample of the population of substitute teachers and interviews with district administrators, principals, and substitute teachers. Leaders in varied locales and contexts report increasing problems with substitute coverage and teacher absenteeism and leveraged higher pay and community connections to address it. Substitute survey …
Distributional Trends and the Induction Supports and Preparedness of Early Career Teachers
Using nationally representative data from 2000 to 2021, we examine the distribution of teacher characteristics and qualifications over time, with an emphasis on early career teacher (ECT) qualifications, access to induction supports, and perceptions of preparedness and their distribution across majority-minority, high-poverty, and rural schools. We find the proportion of ECTs and first-year teachers has remained mostly stable and even declined sl…
Political science (6 obras) · Psychology (6 obras) · Teacher Education and Leadership Studies (6 obras) · Charter (5 obras) · Pedagogy (5 obras) · School Choice and Performance (5 obras) · Sociology (5 obras) · Educational Assessment and Improvement (4 obras) · Public relations (4 obras) · Business (3 obras)