# positions[].organizations[].parent[].label
College of Education and Human Development

# overview
Dr. Andrew Kwok is an assistant professor in the Department of Teaching, Learning, and Culture. His research focuses on preparation and support of classroom management for beginning teachers, particularly those in or interested in going to urban environments. He also has research interests around beginning teacher induction, coaching, and mentoring, stemming from his work as a co-principal investigator of research with the Center of Teacher Innovation within the Riverside County of Education and partnered with the University of California, Riverside. He explores how different support systems can impact beginning teacher success and retention. Previously, he received his doctorate from the University of Michigan in Educational Studies and worked at California State University, San Bernardino.

# hrJobTitle
Co-Director Educational Research Center (Erc)

# educationAndTraining[].organization.label
University of Michigan-Ann Arbor - (Ann Arbor, Michigan, United States)

# educationAndTraining[].field
Educational Studies, Teaching and Teacher Education

# educationAndTraining[].organization.label
University of Michigan-Ann Arbor - (Ann Arbor, Michigan, United States)

# awardsAndHonors[].label
Distinguished Research in Teacher Education

# awardsAndHonors[].label
Margaret B Lindsey Award for Distinguished Research in Teacher Education

# publications[].label
Teacher Training and Classroom Management

# publications[].label
The impact of program design and coaching support on novice teachers' induction experience

# publications[].label
Induction experiences of novice teachers and their coaches

# publications[].label
Predicting the impacts of climate change on ecosystems: A high school curricular module

# publications[].label
Recruitment or Preparation? Investigating the Effects of Teacher Characteristics and Student Teaching

# publications[].label
Facilitating Classroom Management Development in Teacher Education

# publications[].label
Hearing urban classrooms: Teachers and student perspectives of an urban science curriculum

# publications[].label
Teachers' Preferences to Teach Underserved Students

# publications[].label
Equitable or equal classroom management? Teacher candidates' contrasting beliefs about the impact of student demographics

# publications[].label
Induction program structures as mediating factors for coach influence on novice teacher development

# publications[].label
Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Promoting "Quality" Feedback: First-Year Teachers' Self-Reports on Their Development as Classroom Managers

# publications[].label
Novice teacher vertical professional development? Exploring teachers' and coaches' beliefs throughout a two-year induction program

# publications[].label
What is observable? Exploring the design and content validity of a clinical teaching observation instrument

# publications[].label
Rate your coach: exploring ratings of coaching skills throughout teacher induction

# publications[].label
From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation

# publications[].label
Alternatively certified teachers’ perceptions of new teacher induction

# publications[].label
Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Flexible or Rigid? Exploring Preservice Teachers' Classroom Preferences

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Managing classroom management preparation in teacher education

# publications[].label
Examining early field experiences in teacher education

# publications[].label
Teacher Candidates' Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching

# publications[].label
Lost in translation: preservice teachers perceptions of classroom management beliefs and actions

# publications[].label
Clinical Teaching Learning Trajectory: Exploring Field Supervisor Written Feedback on Clinical Teacher Pedagogy

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Why Do You Want to Be a Teacher? A Natural Language Processing Approach

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Classroom Management Actions of Beginning Urban Teachers

# publications[].label
First-Year Teacher Needs in the Urban Classroom: Creating a Sustainable Framework for Classroom Management Coaching

# publications[].label
Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts

# publications[].label
Match games: exploring the match between novice teachers and induction coaches

# publications[].label
Pre-service teachers' motivations to enter the profession

# publications[].label
Exploring the Impact of Classroom Chairs on Urban Elementary Teacher and Student Behavior

# publications[].label
Teacher Shortages: What Are We Short Of?

# publications[].label
Pre-service teachers' classroom management beliefs and associated teacher characteristics

# publications[].label
Dispelling Deficit Framing: Investigating Preservice Teacher Beliefs About the Intersections between Literacy Instruction and Culturally Relevant Pedagogy

# publications[].label
What you say matters: preservice teacher classroom management initial development

# publications[].label
Beginning Teachers and Strategies for Asset-Based Pedagogy

# publications[].label
Backtalk: Where are the teachers of color? Getting cut out and lured away

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development