Uploaded September 2022 | Updated September 2026, 6 days ago
The UGA Mary Frances Early College of Education presents
Dr. Christopher Redding, University of Florida College of Education
Warning Bells or False Alarms?
Understanding and Responding to Mixed Signals in the Post-Pandemic Teacher Workforce
Redding is an Assistant Professor of Educational Leadership and Policy at the University of Florida’s College of Education. Dr. Redding earned his doctorate in Leadership and Policy Studies from Vanderbilt University. Guided by a commitment to equity and diversity, he studies how students’ learning opportunities and outcomes can be improved within schools, whether through the recruitment and retention of a high-quality, racially diverse teacher workforce, school improvement, or equitable access to school programs. He has published over thirty peer-reviewed articles that apply rigorous research methods using survey and administrative data to answer pressing education policy questions in these areas. His work has been supported by grants from the Office of Special Education Programs as well as the American Educational Research Association and has been published in outlets including the American Educational Research Journal, Educational Researcher, and Review of Educational Research. His work has also been featured in a number of media outlets including The New York Times, The Washington Post, The Atlantic, and Education Week, among others.
The University of Georgia
copyright © 2022
The UGA Mary Frances Early College of Education presents
Dr. Christopher Redding, University of Florida College of Education
Warning Bells or False Alarms?
Understanding and Responding to Mixed Signals in the Post-Pandemic Teacher Workforce
Redding is an Assistant Professor of Educational Leadership and Policy at the University of Florida’s College of Education. Dr. Redding earned his doctorate in Leadership and Policy Studies from Vanderbilt University. Guided by a commitment to equity and diversity, he studies how students’ learning opportunities and outcomes can be improved within schools, whether through the recruitment and retention of a high-quality, racially diverse teacher workforce, school improvement, or equitable access to school programs. He has published over thirty peer-reviewed articles that apply rigorous research methods using survey and administrative data to answer pressing education policy questions in these areas. His work has been supported by grants from the Office of Special Education Programs as well as the American Educational Research Association and has been published in outlets including the American Educational Research Journal, Educational Researcher, and Review of Educational Research. His work has also been featured in a number of media outlets including The New York Times, The Washington Post, The Atlantic, and Education Week, among others.
The University of Georgia
copyright © 2022
