| How principals and peers influence teaching and learning J Supovitz, P Sirinides, H May Educational administration quarterly 46 (1), 31-56, 2010 | 1281 | 2010 |
| 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 | 706 | 2012 |
| Recruitment, Retention and the Minority Teacher Shortage. CPRE Research Report# RR-69. RM Ingersoll, H May Consortium for policy research in education, 2011 | 696 | 2011 |
| 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 | 615 | 2014 |
| The scope of principal efforts to improve instruction H May, JA Supovitz Educational Administration Quarterly 47 (2), 332-352, 2011 | 469 | 2011 |
| Recruitment, employment, retention and the minority teacher shortage. R Ingersoll, H May, G Collins Education Policy Analysis Archives 27 (37), 2019 | 419 | 2019 |
| Retaining teachers: How preparation matters R Ingersoll, L Merrill, H May Educational leadership 69 (8), 30-34, 2012 | 416 | 2012 |
| 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 | 410 | 2008 |
| 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 | 354 | 2010 |
| 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 | 332 | 2018 |
| The minority teacher shortage: Fact or fable? RM Ingersoll, H May Phi Delta Kappan 93 (1), 62-65, 2011 | 317 | 2011 |
| 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 | 302 | 2018 |
| Do accountability policies push teachers out R Ingersoll, L Merrill, H May Educational Leadership 73 (8), 44-49, 2016 | 256 | 2016 |
| 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 | 233 | 2012 |
| Minority teacher recruitment, employment, and retention: 1987 to 2013 RM Ingersoll, H May, G Collins Learning Policy Institute, 2017 | 215 | 2017 |
| 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 | 140 | 2010 |
| 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 | 117 | 2015 |
| 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 | 105 | 2008 |
| 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 | 100 | 2010 |
| 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 | 95 | 2016 |
Richard M. IngersollUniversity of Pennsylvania在 upenn.edu 的电子邮件经过验证
