Andrew Kwok

Addresses key challenges for new teachers, such as classroom management and instructional quality. Highlights evidence-based practices that make teacher induction programs effective in supporting early-career educators, particularly in high-need schools.

Examines over 3,000 supervisor observation evaluations. Finds that managing student attention was most detrimental to scores in early observations, whereas instructional feedback and verbal corrections were prioritized later in clinical teaching.

Considers preservice teachers’ expressed motivation for pursuing a teaching career. Finds that intrinsic enjoyment of teaching and experiences with adversity predicted higher clinical teaching performance and lower attrition as a full-time teacher.

Investigates the pipeline into teacher education and employment as a K–12 public school teacher. Shows that students of color, men, and students with higher SAT scores are substantially underrepresented in teacher education.

Considers the insufficiency of classroom management preparation. Proposes the CM PReP framework to guide teacher educators towards redesigning courses to appropriately prepare preservice teachers to manage the needs of current students.

Explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Reveals that more relational classroom managers were associated with higher ratings of instructional quality.