Amy N. Farley
Amy N. Farley
Associate Professor of Educational Leadership & Policy Studies, University of Cincinnati
Verified email at - Homepage
Cited by
Cited by
The teachers are not alright: A call for research and policy on teacher stress and well-being
AN Farley, LM Chamberlain
The New Educator 17 (3), 305-323, 2021
Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice
AN Farley, J Childs, O Johnson
Education Policy Analysis Archives 27, 115-115, 2019
Beyond bathroom bills and the gender identity debate: Complicating the policy conversation about supporting trans students in schools
AN Farley, B Leonardi
Educational Policy 35 (2), 274-303, 2021
A deeper look at bar success: The relationship between law student success, academic performance, and student characteristics
AN Farley, CM Swoboda, J Chanvisanuruk, KM McKinley, A Boards, ...
Journal of Empirical Legal Studies 16 (3), 605-629, 2019
Are ballot initiatives a good way to make education policy? The case of affirmative action
MS Moses, AN Farley
Educational Studies 47 (3), 260-279, 2011
Perpetuating inequalities: The role of political distraction in education policy
AN Farley, B Leonardi, JK Donnor
Educational Policy 35 (2), 163-179, 2021
Exploring associations between state education initiatives and teachers’ sleep: A social-ecological approach
K Fujishiro, AN Farley, M Kellemen, CM Swoboda
social science & medicine 191, 151-159, 2017
Confronting systemic inequity in education: High impact strategies for philanthropy
K Welner, A Farley
National Committee for Responsive Philanthropy, 2010
Learning to think like a teacher: Effects of video reflection on preservice teachers’ practice and pedagogy
S Gibbons, AN Farley
Action in Teacher Education 43 (3), 250-267, 2021
Democracy under fire: voter confusion and influences in Colorado's anti-affirmative action initiative
A Farley, M Gaertner, M Moses
Harvard Educational Review 83 (3), 432-462, 2013
The Use of Video Reflection for Teacher Education and Professional Learning
S Gibbons, AN Farley
Mid-Western Educational Researcher 31 (2), 263, 2019
Who chooses incentivized pay structures? Exploring the link between performance and preferences for compensation reform in the teacher labor market
D Goldhaber, W Bignell, A Farley, J Walch, J Cowan
Educational Evaluation and Policy Analysis 38 (2), 245-271, 2016
Denver ProComp: An outcomes evaluation of Denver's alternative teacher compensation system 2010 report
EW Wiley, ER Spindler, AN Subert
Boulder, CO: University of Colorado at Boulder, Schoolof Education, 2010
Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness.
AN Farley, G Clayton, SJ Kaka
Education policy analysis archives 26 (12), 2018
Investigating the defeat of Colorado’s Amendment 46
M Moses, A Farley, M Gaertner, C Paguyo, D Jackson, K Howe
New York, NY: Public Interest Projects, 2010
Denver ProComp Evaluation: A mixed-method evaluation of Denver's alternative teacher compensation system year 1 report
E Wiley, M Gaertner, E Spindler, A Subert
Boulder. CO: University of Colorado, 2008
Successes and cautionary notes from a two-year study of the Ohio Network of Education Transformation
S Stringfield, JK Dariotis, VL Plano-Clark, A Farley, Amy N., Allen, K Carr, ...
International Journal of Educational Reform 26 (3), 209-223, 2017
Investigating the defeat of Colorado's Amendment 46: An analysis of the trends and principal factors influencing voter behaviors
M Moses, AN Farley, M Gaertner, C Paguyo, D Jackson, K Howe
University of Colorado at Boulder (2010), 2010
Legislating education policy and equity at the ballot box: A descriptive analysis of the prevalence and content of education ballot initiatives over time
AN Farley
Education Policy Analysis Archives 27, 9-9, 2019
Review of for good measure? Teacher evaluation policy in the ESSA era
AN Farley
National Education Policy Center, 2017
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