| The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave TG Ford, J Olsen, J Khojasteh, J Ware, A Urick Journal of Educational Administration 57 (6), 615-634, 2019 | 295 | 2019 |
| Teacher self-efficacy, professional commitment, and high-stakes teacher evaluation policy in Louisiana TG Ford, ME Van Sickle, LV Clark, M Fazio-Brunson, DC Schween Educational Policy 31 (2), 202-248, 2017 | 202 | 2017 |
| Handbook of education policy research G Sykes, B Schneider, DN Plank, TG Ford Routledge, 2012 | 192 | 2012 |
| Exploring the effect of supportive teacher evaluation experiences on US teachers’ job satisfaction TG Ford, A Urick, ASP Wilson Education policy analysis archives 26, 59-59, 2018 | 191 | 2018 |
| Early childhood distance learning in the US during the COVID pandemic: Challenges and opportunities TG Ford, KA Kwon, JD Tsotsoros Children and Youth Services Review 131, 106297, 2021 | 132 | 2021 |
| Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions KA Kwon, TG Ford, AL Salvatore, K Randall, L Jeon, A Malek-Lasater, ... Early Childhood Education Journal, 1-12, 2020 | 132 | 2020 |
| Understanding district support for leader development and success in the accountability era: A review of the literature using social-cognitive theories of motivation TG Ford, AL Lavigne, AM Fiegener, S Si Review of Educational Research 90 (2), 264-307, 2020 | 102 | 2020 |
| Testing a holistic conceptual framework for early childhood teacher well-being KA Kwon, TG Ford, L Jeon, A Malek-Lasater, N Ellis, K Randall, M Kile, ... Journal of School Psychology 86, 178-197, 2021 | 90 | 2021 |
| Testing a framework of math progress indicators for ESSA: How opportunity to learn and instructional leadership matter A Urick, ASP Wilson, TG Ford, WC Frick, ML Wronowski Educational Administration Quarterly 54 (3), 396-438, 2018 | 58 | 2018 |
| The District Role in Instructional Improvement 1 G Sykes, J O’Day, TG Ford Handbook of education policy research, 767-784, 2012 | 58 | 2012 |
| Teacher Self-Regulatory Climate (TSRC): Conceptualizing an Indicator of Leader Support for Teachers’ Learning and Development TG Ford, JK Ware Leadership and Policy in Schools, 2016 | 55 | 2016 |
| Physical activity, physical well-being, and psychological well-being: Associations with life satisfaction during the COVID-19 pandemic among early childhood educators K Randall, TG Ford, KA Kwon, SS Sisson, MR Bice, D Dinkel, J Tsotsoros International journal of environmental research and public health 18 (18), 9430, 2021 | 54 | 2021 |
| Creating organizational structures to facilitate collegial interaction among teachers: Evidence from a high-performing urban Midwestern US district TG Ford, PA Youngs Educational Management Administration & Leadership 46 (3), 424-440, 2018 | 50 | 2018 |
| Better integrating summative and formative goals in the design of next generation teacher evaluation systems TG Ford, K Hewitt Education policy analysis archives 28, 63-63, 2020 | 48 | 2020 |
| Advantages and disadvantages of problem-based learning from the professional perspective of medical and dental faculty A Abdelkarim, D Schween, TG Ford EC Dent Sci 17 (7), 1073-1079, 2018 | 44 | 2018 |
| Challenges in working conditions and well-being of early childhood teachers by teaching modality during the COVID-19 pandemic KA Kwon, TG Ford, J Tsotsoros, K Randall, A Malek-Lasater, SG Kim International journal of environmental research and public health 19 (8), 4919, 2022 | 37 | 2022 |
| Pointing teachers in the wrong direction: Understanding Louisiana elementary teachers’ use of Compass high-stakes teacher evaluation data TG Ford Educational Assessment, Evaluation and Accountability, 2018 | 37 | 2018 |
| US dental students’ and faculty members’ attitudes about technology, instructional strategies, student diversity, and school duration: a comparative study A Abdelkarim, H Benghuzzi, E Hamadain, M Tucci, T Ford, D Sullivan Journal of dental education 78 (4), 614-621, 2014 | 33 | 2014 |
| Teacher corps stability: Articulating the social capital enabled when teachers stay TG Ford, PB Forsyth Journal of Educational Administration 59 (2), 233-252, 2021 | 28 | 2021 |
| Attitudes towards problem‐based learning of faculty members at 12 US medical and dental schools: a comparative study A Abdelkarim, D Schween, T Ford Journal of dental education 82 (2), 144-151, 2018 | 28 | 2018 |
Kyong-Ah KwonUniversity of OklahomaVerified email at ou.edu
