Anna Moyer
Datos Biográficos
| ID | 5741558 |
|---|---|
| NOMBRE | Anna Moyer |
| NOMBRES | Anna |
| APELLIDO | Moyer |
| FIRMA | MOYER A |
| AFILIACIONES | Vanderbilt University, Tuscaloosa, AL |
| ORCID | 0000-0002-2642-8502 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
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…
Instructional Leadership Plus
Purpose: The purpose of this study is to explore how central office leaders have reconceptualized the role of the principal in light of the COVID-19 pandemic. We investigate central office leaders’ perspectives on the practices needed for principals to be effective in a post-pandemic context. We draw on semi-structured interviews with 155 central office leaders across school districts of varying sizes, demographics, and locations in 2021 and 2022…
Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System
Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in …
Has “Who Comes Back” Changed? Teacher Reentry 2000–2019
Studies of early-career teachers in the 1970s–1990s find that one-quarter to one-half of teachers who left the classroom eventually returned and that returning was associated with teachers’ gender and their child-rearing responsibilities. However, much has changed in the last forty years. Women are more likely to continue to participate in the labor force after having children, and teacher labor markets have been impacted by federal policy (e.g.,…
Has “Who Comes Back” Changed? Teacher Reentry 2000–2019
Studies of early-career teachers in the 1970s–1990s find that one-quarter to one-half of teachers who left the classroom eventually returned and that returning was associated with teachers’ gender and their child-rearing responsibilities. However, much has changed in the last forty years. Women are more likely to continue to participate in the labor force after having children, and teacher labor markets have been impacted by federal policy (e.g.,…
Has “Who Comes Back” Changed? Teacher Reentry 2000–2019
Studies of early-career teachers in the 1970s–1990s find that one-quarter to one-half of teachers who left the classroom eventually returned and that returning was associated with teachers’ gender and their child-rearing responsibilities. However, much has changed in the last forty years. Women are more likely to continue to participate in the labor force after having children, and teacher labor markets have been impacted by federal policy (e.g.,…
Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System
Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in …
Instructional Leadership Plus
Purpose: The purpose of this study is to explore how central office leaders have reconceptualized the role of the principal in light of the COVID-19 pandemic. We investigate central office leaders’ perspectives on the practices needed for principals to be effective in a post-pandemic context. We draw on semi-structured interviews with 155 central office leaders across school districts of varying sizes, demographics, and locations in 2021 and 2022…
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…
Teacher Education and Leadership Studies (4 obras) · Psychology (3 obras) · Collaborative Teaching and Inclusion (2 obras) · Educational leadership (2 obras) · Instructional leadership (2 obras) · Law (2 obras) · Pedagogy (2 obras) · Perception (2 obras) · Political science (2 obras) · School Choice and Performance (2 obras)