Ashley Grant
Biographic Data
| ID | 6511097 |
|---|---|
| NAME | Ashley Grant |
| GIVEN NAMES | Ashley |
| FAMILY NAME | Grant |
| SIGNATURE | GRANT A |
| AFFILIATIONS | Johns Hopkins University |
| ORCID | 0000-0002-4647-723X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Understanding the Anti-Carceral Possibility of School-Based Restorative Justice: A Methodologically Inclusive Systematic Review
Restorative justice (RJ), a growing philosophical movement that has been adapted to American schools in recent decades, takes a radically egalitarian view of humans and their relationships, yet it has become entwined in reproductionist discourses and practices, specifically those around school discipline, carceral logics, and social control. Often attributed to diverse Indigenous communities, RJ is a philosophical approach to community-building t…
Capital Flight: Examining Teachers' Socioeconomic Status and Early Career Retention
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. W…
It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers
This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy…
Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows
This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF’s program for secondary mathematics. The analysis draws on longitudinal d…
Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools
Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor…
Exploring the relationship between psychological flexibility and self-report and task-based measures of cognitive flexibility
A Framework for Graduated Teacher Autonomy: Linking Teacher Proficiency With Autonomy
Teachers’ autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This dynamic framework has the potential to support the needs o…
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Relating early childhood teachers’ working conditions and well-being to their turnover intentions
High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n = 1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment an…
Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy
Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion
Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching effica…
A thematic analysis of men’s sexual compliance with unwanted, non-coercive sex
It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention
Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
A thematic analysis of men’s sexual compliance with unwanted, non-coercive sex
A thematic analysis of men’s sexual compliance with unwanted, non-coercive sex
Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion
Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching effica…
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Relating early childhood teachers’ working conditions and well-being to their turnover intentions
High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n = 1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment an…
Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy
A Framework for Graduated Teacher Autonomy: Linking Teacher Proficiency With Autonomy
Teachers’ autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This dynamic framework has the potential to support the needs o…
Exploring the relationship between psychological flexibility and self-report and task-based measures of cognitive flexibility
The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers
This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy…
Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows
This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF’s program for secondary mathematics. The analysis draws on longitudinal d…
Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools
Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor…
It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Capital Flight: Examining Teachers' Socioeconomic Status and Early Career Retention
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. W…
Understanding the Anti-Carceral Possibility of School-Based Restorative Justice: A Methodologically Inclusive Systematic Review
Restorative justice (RJ), a growing philosophical movement that has been adapted to American schools in recent decades, takes a radically egalitarian view of humans and their relationships, yet it has become entwined in reproductionist discourses and practices, specifically those around school discipline, carceral logics, and social control. Often attributed to diverse Indigenous communities, RJ is a philosophical approach to community-building t…
Psychology (14 works) · Mathematics education (8 works) · Pedagogy (8 works) · Teacher Education and Leadership Studies (8 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Political science (5 works) · School Choice and Performance (5 works) · Sociology (5 works) · Clinical Psychology (4 works)