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Psychology

D-Index
40
Citations
5835
World Ranking
8306
National Ranking
4431

Overview

Francis L. Huang is affiliated with the University of Missouri in the United States. Their research primarily spans the fields of psychology and social sciences, with a significant focus on education, social psychology, and statistical methods in behavioral studies.

The scientist's work addresses various subfields including education, social psychology, statistics and probability, clinical psychology, and developmental and educational psychology. Their main research topics center on education discipline and inequality, bullying, victimization, and aggression, behavioral and psychological studies, child and adolescent psychosocial and emotional development, statistical methods and Bayesian inference, advanced causal inference techniques, and early childhood education and development.

Among recent publications by Francis L. Huang are:

  • Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic, 2021, School Psychology
  • Analyzing Cross-Sectionally Clustered Data Using Generalized Estimating Equations, 2021, Journal of Educational and Behavioral Statistics
  • Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?, 2020, School Psychology Review
  • The relationship between school disciplinary resolutions with school climate and attitudes toward school, 2020, Preventing School Failure Alternative Education for Children and Youth
  • Teacher Support for Zero Tolerance Is Associated With Higher Suspension Rates and Lower Feelings of Safety, 2021, School Psychology Review

Frequent publication venues for this researcher include:

  • School Psychology Review
  • School Psychology
  • Preventing School Failure Alternative Education for Children and Youth
  • Prevention Science
  • Psychology in the Schools

Francis L. Huang has collaborated often with several co-authors in the field, including:

  • Keith C. Herman
  • Wendy M. Reinke
  • Dewey G. Cornell
  • Bixi Zhang
  • Jennifer L. Maeng

Best Publications

  • Authoritative school discipline: High school practices associated with lower bullying and victimization.

    Anne Gregory;Dewey Cornell;Xitao Fan;Peter Sheras

  • Perceived prevalence of teasing and bullying predicts high school dropout rates.

    Dewey G. Cornell;Anne Gregory;Francis Huang;Xitao Fan

  • Alternatives to Multilevel Modeling for the Analysis of Clustered Data

    Francis L. Huang

  • Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

    Francis L. Huang;Tonya R. Moon

  • Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports

    Dewey G. Cornell;Francis Huang

  • Multilevel modeling myths.

    Francis L. Huang

  • An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions

    Anne Gregory;Francis L. Huang;Yolanda Anyon;Eldridge Greer

  • Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression

    Timothy Konold;Dewey Cornell;Kathan Shukla;Francis Huang

  • Multilevel Multi-Informant Structure of the Authoritative School Climate Survey.

    Timothy Konold;Dewey Cornell;Francis Huang;Patrick Meyer

  • Effects of validity screening items on adolescent survey data.

    Dewey Cornell;Jennifer Klein;Tim Konold;Francis Huang

  • It takes a village: the effects of 10th grade college-going expectations of students, parents, and teachers four years later.

    Anne Gregory;Francis Huang

  • School Teasing and Bullying After the Presidential Election

    Francis L. Huang;Dewey G. Cornell

  • Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.

    Keith C Herman;James Sebastian;Wendy M Reinke;Francis L Huang

  • The differential effects of preschool: Evidence from Virginia ☆

    Francis L. Huang;Marcia A. Invernizzi;E. Allison Drake

  • Successive teacher expectation effects across the early school years

    Christine M. Rubie-Davies;Rhona S. Weinstein;Francis L. Huang;Anne Gregory

  • Student attitudes and behaviors as explanations for the Black-White suspension gap

    Francis L. Huang;Dewey G. Cornell

  • An investigation of factors associated with letter-sound knowledge at kindergarten entry

    Francis L. Huang;Laura S. Tortorelli;Marcia A. Invernizzi

  • The impact of definition and question order on the prevalence of bullying victimization using student self-reports.

    Francis L. Huang;Dewey G. Cornell

  • Teacher Job Satisfaction by Principal Support and Teacher Cooperation: Results from the Schools and Staffing Survey.

    Amanda A. Olsen;Francis L. Huang

  • Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions

    Francis L. Huang

  • The Association of Kindergarten Entry Age with Early Literacy Outcomes

    Francis L. Huang;Marcia A. Invernizzi

Frequent Co-Authors

Dewey G. Cornell
Dewey G. Cornell University of Virginia
Keith C. Herman
Keith C. Herman University of Missouri
Timothy R. Konold
Timothy R. Konold University of Virginia
Wendy M. Reinke
Wendy M. Reinke University of Missouri
Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey
Xitao Fan
Xitao Fan Chinese University of Hong Kong
Melissa Stormont
Melissa Stormont University of Missouri
Philip A. Cowan
Philip A. Cowan University of California, Berkeley
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
Dorothy L. Espelage
Dorothy L. Espelage University of North Carolina at Chapel Hill

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