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Henry May
Henry May
CRESP Director & Associate Professor of Education, University of Delaware
在 udel.edu 的电子邮件经过验证 - 首页
标题
引用次数
引用次数
年份
How principals and peers influence teaching and learning
J Supovitz, P Sirinides, H May
Educational administration quarterly 46 (1), 31-56, 2010
12812010
The magnitude, destinations, and determinants of mathematics and science teacher turnover
RM Ingersoll, H May
Educational Evaluation and Policy Analysis 34 (4), 435-464, 2012
7062012
Recruitment, Retention and the Minority Teacher Shortage. CPRE Research Report# RR-69.
RM Ingersoll, H May
Consortium for policy research in education, 2011
6962011
What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? CPRE Research Report.# RR-82.
RM Ingersoll, L Merrill, H May
Consortium for policy research in education, 2014
6152014
The scope of principal efforts to improve instruction
H May, JA Supovitz
Educational Administration Quarterly 47 (2), 332-352, 2011
4692011
Recruitment, employment, retention and the minority teacher shortage.
R Ingersoll, H May, G Collins
Education Policy Analysis Archives 27 (37), 2019
4192019
Retaining teachers: How preparation matters
R Ingersoll, L Merrill, H May
Educational leadership 69 (8), 30-34, 2012
4162012
School context and individual characteristics: what influences principal practice?
E Goldring, J Huff, H May, E Camburn
Journal of Educational Administration 46 (3), 332-352, 2008
4102008
Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control
AL Duckworth, E Tsukayama, H May
Social psychological and personality science 1 (4), 311-317, 2010
3542010
Rethinking connections between research and practice in education: A conceptual framework
E Farley-Ripple, H May, A Karpyn, K Tilley, K McDonough
Educational Researcher 47 (4), 235-245, 2018
3322018
The minority teacher shortage: Fact or fable?
RM Ingersoll, H May
Phi Delta Kappan 93 (1), 62-65, 2011
3172011
Multilevel associations between school-wide social–emotional learning approach and student engagement across elementary, middle, and high schools
C Yang, GG Bear, H May
School Psychology Review 47 (1), 45-61, 2018
3022018
Do accountability policies push teachers out
R Ingersoll, L Merrill, H May
Educational Leadership 73 (8), 44-49, 2016
2562016
A longitudinal study of principals' activities and student performance
H May, J Huff, E Goldring
School effectiveness and school improvement 23 (4), 417-439, 2012
2332012
Minority teacher recruitment, employment, and retention: 1987 to 2013
RM Ingersoll, H May, G Collins
Learning Policy Institute, 2017
2152017
Developing a psychometrically sound assessment of school leadership: The VAL-ED as a case study
AC Porter, MS Polikoff, E Goldring, J Murphy, SN Elliott, H May
Educational Administration Quarterly 46 (2), 135-173, 2010
1402010
Unequal access to rigorous high school curricula: An exploration of the opportunity to benefit from the International Baccalaureate Diploma Programme (IBDP)
LW Perna, H May, A Yee, T Ransom, A Rodriguez, R Fester
Educational Policy 29 (2), 402-425, 2015
1172015
Vanderbilt assessment of leadership in education: Technical manual, version 1.0
AC Porter, J Murphy, E Goldring, SN Elliott, MS Polikoff, H May
Nashville, TN: Vanderbilt University, 2008
1052008
Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education
AC Porter, MS Polikoff, EB Goldring, J Murphy, SN Elliott, H May
The Elementary School Journal 111 (2), 282-313, 2010
1002010
Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. A Research Report.
H May, P Sirinides, A Gray, H Goldsworthy
Consortium for Policy Research in Education, 2016
952016
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