Ambra L Green
Biographic Data
| ID | 6607911 |
|---|---|
| NAME | Ambra L Green |
| GIVEN NAMES | Ambra L |
| FAMILY NAME | Green |
| SIGNATURE | GREEN A L |
| AFFILIATIONS | The University of Texas at Arlington, TX, USA |
| ORCID | 0000-0001-5363-1939 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Investigating the Interaction Between Teacher Autonomy and Teacher Race/Ethnicity on Job Satisfaction
The purpose of this study is to investigate whether there is a moderation effect between perceptions of school-level autonomy and teacher race/ethnicity on job satisfaction using the National Teacher and Principal Survey. The participants included 25,360 teachers from 5140 public schools representing a weighted sample of 2.35 million teachers. Results from multilevel modeling found that when there were high levels of autonomy, White teachers perc…
Disparities across race and disability risk
This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty‐seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers' implementation of evidence‐based practices (EBP) occurred at different rates across demographic grou…
From NCLB to Essa
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and comp…
No prominent works on this page.
From NCLB to Essa
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and comp…
Disparities across race and disability risk
This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty‐seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers' implementation of evidence‐based practices (EBP) occurred at different rates across demographic grou…
Investigating the Interaction Between Teacher Autonomy and Teacher Race/Ethnicity on Job Satisfaction
The purpose of this study is to investigate whether there is a moderation effect between perceptions of school-level autonomy and teacher race/ethnicity on job satisfaction using the National Teacher and Principal Survey. The participants included 25,360 teachers from 5140 public schools representing a weighted sample of 2.35 million teachers. Results from multilevel modeling found that when there were high levels of autonomy, White teachers perc…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Political science (2 works) · Race (biology) (2 works) · Teacher Education and Leadership Studies (2 works) · Accountability (1 work)