Elizabeth N Farley-Ripple
Biographic Data
| ID | 5742290 |
|---|---|
| NAME | Elizabeth N Farley-Ripple |
| GIVEN NAMES | Elizabeth N |
| FAMILY NAME | Farley-Ripple |
| SIGNATURE | FARLEY-RIPPLE E N |
| AFFILIATIONS | University of Delaware, Newark, DE |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Research, Data, Expertise, or Opinion? Examining the Influences on School Leaders’ Decisions Around Supporting Teachers
Purpose: School leaders are critical to organizational change and school improvement, particularly through their role in facilitating teacher development. Yet the literature is thin regarding the extent to which various sources of evidence influence school leaders’ decisions and regarding conditions that may shape differences in school leader decision making. Through this study, we aim to gain a more nuanced understanding of how school leaders in…
A new day for education research and practice
After decades of frustration that education research is irrelevant to practice and that educators do not use research to inform their work, there is reason to believe that the relationship between research and practice is improving. Elizabeth Farley-Ripple describes the how the conversation about research and practice is becoming broader, how stakeholders on all sides are becoming more aware of complexities, how brokers are helping researchers an…
Developing collaborative data use through professional learning communities
Conceptual and Methodological Issues in Research on School Administrator Career Behavior
Recent research has focused on issues of retention and turnover among K–12 school administrators, yet it fails to address some important complexities in administrator career paths. This article examines three conceptual and methodological issues in the current literature involving administrative turnover: the complexity of role and place in administrators’ job transitions, job opportunity and choice open to administrators, and static versus dynam…
Conceptual and Methodological Issues in Research on School Administrator Career Behavior
Recent research has focused on issues of retention and turnover among K–12 school administrators, yet it fails to address some important complexities in administrator career paths. This article examines three conceptual and methodological issues in the current literature involving administrative turnover: the complexity of role and place in administrators’ job transitions, job opportunity and choice open to administrators, and static versus dynam…
Conceptual and Methodological Issues in Research on School Administrator Career Behavior
Recent research has focused on issues of retention and turnover among K–12 school administrators, yet it fails to address some important complexities in administrator career paths. This article examines three conceptual and methodological issues in the current literature involving administrative turnover: the complexity of role and place in administrators’ job transitions, job opportunity and choice open to administrators, and static versus dynam…
Developing collaborative data use through professional learning communities
A new day for education research and practice
After decades of frustration that education research is irrelevant to practice and that educators do not use research to inform their work, there is reason to believe that the relationship between research and practice is improving. Elizabeth Farley-Ripple describes the how the conversation about research and practice is becoming broader, how stakeholders on all sides are becoming more aware of complexities, how brokers are helping researchers an…
Research, Data, Expertise, or Opinion? Examining the Influences on School Leaders’ Decisions Around Supporting Teachers
Purpose: School leaders are critical to organizational change and school improvement, particularly through their role in facilitating teacher development. Yet the literature is thin regarding the extent to which various sources of evidence influence school leaders’ decisions and regarding conditions that may shape differences in school leader decision making. Through this study, we aim to gain a more nuanced understanding of how school leaders in…
Educational Assessment and Improvement (4 works) · Political science (4 works) · Psychology (4 works) · Pedagogy (3 works) · Public relations (3 works) · Sociology (3 works) · Engineering (2 works) · Mathematics education (2 works) · Teacher Education and Leadership Studies (2 works) · Collaborative learning (1 works)