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Redding, Christopher



Assistant Professor
School of Human Development and Organizational Studies in Education

College of Education
University of Florida
200E Norman Hall
PO Box 117049
Gainesville, FL 32611
Phone: 352-273-4472
Fax: 352-846-2697
c.redding@coe.ufl.edu

Research Biography

Christopher Redding is an Assistant Professor of Educational Leadership in the School of Human Development and Organizational Studies in Education at the University of Florida. He earned his doctorate in Leadership and Policy Studies from Vanderbilt University. Dr. Redding teachers courses related to school improvement, data-driven decision making, and educational policy.

He conducts rigorous research using survey and administrative data that focuses on the policies and educator labor market patterns that exacerbate the unequal distribution of high quality teachers and the reforms intended to reduce this problem. Broadly, this research describes failures in the teacher labor market that impede the learning opportunities for underserved students and the ways in which changes in teacher education, development, and leadership opportunities can lead to better teacher retention and student outcomes, particularly in underserved schools. HIs recent work has been published in such venues as the American Educational Research Journal, AERA Open, Education Finance and Policy, and Teachers College Record, among others.

Degrees

Ph.D. in Leadership and Policy Studies from Vanderbilt University

Activities and Honors

Emerging Education Policy Scholar,Thomas B. Fordham and the American Enterprise Institute

B.O. Smith Research Professor-College of Education, University of Florida

Diana E. Haines Teaching Excellence Award-College of Education, University of Florida

Selected Publications

Redding, C. & Nguyen, T. The relationship between school turnaround and student outcomes: A meta-analysis. Educational Evaluation and Policy Analysis. In press.

Swain, W. & Redding, C. Teacher union power in a budget crunch: Collective bargaining and differential response to the Great Recession. Educational Policy. In press.

 Redding, C. & Nguyen, T. (2020). Recent trends in the characteristics of new teachers, the schools in which they teach, and their turnover rates. Teachers College Record, 122(7).

Baker, D. J., Skinner, B. T., & Redding, C. (2020). Affirmative intervention to reduce stereotype threat bias: Experimental evidence from a community college. The Journal of Higher Education, 91(5), 722-754.

Redding, C. & Searby, L. (2020). The map is not the territory: Considering the role of school improvement plans in turnaround schools. Journal of Cases in Educational Leadership23(3), 63-75.

Henry, G. T. & Redding, C. (2020). The consequences of leaving school early: The effects of within-year and end-of-year teacher turnover. Education Finance and Policy15(2), 332-356.

Redding, C., Booker, L., Smith, T. M., Desimone, L. (2019). School administrators’ direct and indirect influences on middle school math teachers’ turnover. Journal of Educational Administration, 57(6),708-730.

Grissom, J. A., Redding, C., & Bleiberg, J. (2019). Can a child be poor and gifted? Socioeconomic gaps in receipt of gifted services. Harvard Educational Review89(3), 337-369.

Cannata, M., Redding, C. & Nguyen, T. (2019). Building student ownership and responsibility: Examining outcomes from a research-practice partnership. Journal of Research on Educational Effectiveness, 12(3), 333-362.

Redding. C. & Smith, T. M. (2019). Supporting early career alternatively certified teachers: Evidence from the Beginning Teacher Longitudinal Survey. Teachers College Record, 121(11).

Redding, C. (2019). A teacher like me: A review of the effect of student-teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499-535.

Redding, C. & Baker, D. (2019). Understanding racial/ethnic diversity gaps among early career teachers. AERA Open, 5(2), 1-17.

Redding, C. & Henry, G. T. (2019). Leaving school early: An examination of novice teachers’ within- and end-of-year turnover. American Educational Research Journal, 56(1), 204-236.

Redding, C. & Henry, G. T. (2018). New evidence on the frequency of teacher turnover: Accounting for within-year turnover. Educational Researcher, 47(9), 577-593.

Selected Links

Teacher turnover is a problem – here’s how to fix it

Which Teachers Are Most Likely to Leave School Mid-Year?

Gap Growing in Teacher-Turnover Rates: Research

Why Talented Black and Hispanic Students Can Go Undiscovered

Proof Points: A turnaround on school turnarounds

Address teacher shortages by reducing turnover

4 things principals can do (and 4 things they shouldn’t) to build relationships with teachers

Schools under-identify giftedness in low-socioeconomic status students