Andrea K Rorrer
Biographic Data
| ID | 1584990 |
|---|---|
| NAME | Andrea K Rorrer |
| GIVEN NAMES | Andrea K |
| FAMILY NAME | Rorrer |
| SIGNATURE | RORRER A K |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0003-4548-1357 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Principal Working Conditions, Burnout, and Job Satisfaction
School principals face unprecedented occupational stress and burnout, intensified by the COVID-19 pandemic. Understanding how working conditions influence principal wellbeing is essential for developing effective support systems. Drawing on the Job Demands–Resources framework and stress and coping theories, this study examines the relationships between working conditions and principal wellbeing, investigating COVID-19 stress as both a mediator an…
Teacher goal setting for personalized learning software
Although student use of personalized learning software has been linked to higher test scores and more positive achievement-related attitudes, much remains to be learned about best practices for creating strong technology-enabled learning environments. The current study examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes. Teachers reported settin…
Full-Day Kindergarten and Reading Performance
The ongoing debate over universal access to full-day kindergarten (FDK) persists in various states. Previous research lacks consensus on its effects, especially beyond the kindergarten year and among various student groups. Studying FDK within specific state contexts is beneficial because FDK experiences vary vastly across contexts. This study examines the impact of FDK in Utah using multiple years of student and school data. Research Findings: O…
Understanding the Relationship Between Educational Leadership Preparation Program Features and Graduates’ Career Intentions
Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELP…
Newly Hired Teacher Mobility in Charter Schools and Traditional Public Schools
Compared with traditional public schools (TPS), charter schools on average have much higher teacher turnover rates. Our study draws on segmented labor market theory to examine the dynamics of the teacher labor market in charters and TPS, focusing on newly hired teachers. Based on longitudinal data for Utah’s public school teachers, we employ multiple methods to determine how the timing of newly hired teachers’ decisions to transfer or exit can be…
Introduction to Postracialism in U.S. Public School and Higher Education Settings
Leaders as Policy Mediators
In this article, the authors explore the role of district and school leaders in reconceptualizing accountability policy by adapting and mediating it using three primary strategies. Specifically, they discuss how leaders cultivate relationships and interactions, reculture the district and schools, and integrate and align school and district purposes, goals, policies, and practices to support the achievement of all children. The discussion and illu…
US school reform policy, state accountability systems and the limited English proficient student
This article focuses upon the political and policy environment that has shaped the educational agenda for rising state accountability systems in the United States. In particular, the authors direct attention to the effects of accountability policies on the Limited English Proficient Learner. We address how these accountability reforms continue to permeate educational and political debates. Also, we discuss how specific state accountability system…
Leaders as Policy Mediators
In this article, the authors explore the role of district and school leaders in reconceptualizing accountability policy by adapting and mediating it using three primary strategies. Specifically, they discuss how leaders cultivate relationships and interactions, reculture the district and schools, and integrate and align school and district purposes, goals, policies, and practices to support the achievement of all children. The discussion and illu…
US school reform policy, state accountability systems and the limited English proficient student
This article focuses upon the political and policy environment that has shaped the educational agenda for rising state accountability systems in the United States. In particular, the authors direct attention to the effects of accountability policies on the Limited English Proficient Learner. We address how these accountability reforms continue to permeate educational and political debates. Also, we discuss how specific state accountability system…
Introduction to Postracialism in U.S. Public School and Higher Education Settings
Newly Hired Teacher Mobility in Charter Schools and Traditional Public Schools
Compared with traditional public schools (TPS), charter schools on average have much higher teacher turnover rates. Our study draws on segmented labor market theory to examine the dynamics of the teacher labor market in charters and TPS, focusing on newly hired teachers. Based on longitudinal data for Utah’s public school teachers, we employ multiple methods to determine how the timing of newly hired teachers’ decisions to transfer or exit can be…
US school reform policy, state accountability systems and the limited English proficient student
This article focuses upon the political and policy environment that has shaped the educational agenda for rising state accountability systems in the United States. In particular, the authors direct attention to the effects of accountability policies on the Limited English Proficient Learner. We address how these accountability reforms continue to permeate educational and political debates. Also, we discuss how specific state accountability system…
Leaders as Policy Mediators
In this article, the authors explore the role of district and school leaders in reconceptualizing accountability policy by adapting and mediating it using three primary strategies. Specifically, they discuss how leaders cultivate relationships and interactions, reculture the district and schools, and integrate and align school and district purposes, goals, policies, and practices to support the achievement of all children. The discussion and illu…
Introduction to Postracialism in U.S. Public School and Higher Education Settings
Newly Hired Teacher Mobility in Charter Schools and Traditional Public Schools
Compared with traditional public schools (TPS), charter schools on average have much higher teacher turnover rates. Our study draws on segmented labor market theory to examine the dynamics of the teacher labor market in charters and TPS, focusing on newly hired teachers. Based on longitudinal data for Utah’s public school teachers, we employ multiple methods to determine how the timing of newly hired teachers’ decisions to transfer or exit can be…
Understanding the Relationship Between Educational Leadership Preparation Program Features and Graduates’ Career Intentions
Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELP…
Principal Working Conditions, Burnout, and Job Satisfaction
School principals face unprecedented occupational stress and burnout, intensified by the COVID-19 pandemic. Understanding how working conditions influence principal wellbeing is essential for developing effective support systems. Drawing on the Job Demands–Resources framework and stress and coping theories, this study examines the relationships between working conditions and principal wellbeing, investigating COVID-19 stress as both a mediator an…
Teacher goal setting for personalized learning software
Although student use of personalized learning software has been linked to higher test scores and more positive achievement-related attitudes, much remains to be learned about best practices for creating strong technology-enabled learning environments. The current study examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes. Teachers reported settin…
Full-Day Kindergarten and Reading Performance
The ongoing debate over universal access to full-day kindergarten (FDK) persists in various states. Previous research lacks consensus on its effects, especially beyond the kindergarten year and among various student groups. Studying FDK within specific state contexts is beneficial because FDK experiences vary vastly across contexts. This study examines the impact of FDK in Utah using multiple years of student and school data. Research Findings: O…
Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Law (3 works) · Law (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Public Administration (3 works) · Public Administration (3 works) · School Choice and Performance (3 works)