@article{gilchrist_young_bowles_brady_grable_2017, title={Middle and High School Teachers' Implementation Reflections of Photonics and Optics Curriculum in a Qualitative Study}, volume={10452}, ISBN={["978-1-5106-1381-2"]}, ISSN={["1996-756X"]}, DOI={10.1117/12.2270958}, abstractNote={The purpose of this paper is to describe middle and high school science teachers’ self-reported experiences learning and adopting novel optics and photonics content. The hybrid teacher professional development program design, theoretical framework, methodology, findings, and implications related to teachers’ adoption decisions of optics and photonics content will be reported in the paper.}, journal={14TH CONFERENCE ON EDUCATION AND TRAINING IN OPTICS AND PHOTONICS (ETOP 2017)}, author={Gilchrist, P. O. and Young, T. and Bowles, T. A. and Brady, K. P. and Grable, L. L.}, year={2017} }
 @article{brady_2014, title={Religious displays and holiday observances in public schools}, journal={International perspectives on education, religion and law}, author={Brady, K. P.}, year={2014}, pages={56–66} }
 @book{technology in schools_2012, publisher={Los Angeles, Calif.: Sage Reference}, year={2012} }
 @article{oliver_kellogg_townsend_brady_2010, title={Needs of elementary and middle school teachers developing online courses for a virtual school}, volume={31}, ISSN={["0158-7919"]}, DOI={10.1080/01587911003725022}, abstractNote={Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.}, number={1}, journal={DISTANCE EDUCATION}, author={Oliver, Kevin and Kellogg, Shaun and Townsend, Latricia and Brady, Kevin}, year={2010}, pages={55–75} }
 @article{pijanowski_brady_2009, title={The Influence of Salary in Attracting and Retaining School Leaders}, volume={42}, ISSN={["1552-3535"]}, DOI={10.1177/0013124509342952}, abstractNote={This article examines the salary trajectory of teachers as they move up the career ladder into leadership positions. The issue of compensation is set in the context of a principal shortage that has been widely reported and discussed in the literature. Urban schools are shown to experience the principal shortage differently from rural schools. District size and school type show significant differences in the additional compensation offered for moving from teaching to various leadership positions. The influence of salary is discussed in concert with the changing role of the principalship and candidate’s concerns about increasingly less desirable working conditions for school leaders.}, number={1}, journal={EDUCATION AND URBAN SOCIETY}, author={Pijanowski, John C. and Brady, Kevin P.}, year={2009}, month={Nov}, pages={25–41} }
 @article{oliver_osborne_brady_2009, title={What are secondary students’ expectations for teachers in virtual school environments?}, volume={30}, ISSN={0158-7919 1475-0198}, url={http://dx.doi.org/10.1080/01587910902845923}, DOI={10.1080/01587910902845923}, abstractNote={A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.}, number={1}, journal={Distance Education}, publisher={Informa UK Limited}, author={Oliver, Kevin and Osborne, Jason and Brady, Kevin}, year={2009}, month={May}, pages={23–45} }
 @article{brady_balmer_phenix_2007, title={School-police partnership effectiveness in urban schools - An analysis of New York City's Impact Schools Initiative}, volume={39}, ISSN={["1552-3535"]}, DOI={10.1177/0013124507302396}, abstractNote={Despite nationwide decreases in school crime and violence, a relatively high and increasing number of students report feeling unsafe at school. In response, some school officials are implementing school—police partnerships, especially in urban areas, as an effort to deter criminal activity and violence in schools. This article examines the initial effect of New York City's Impact Schools Initiative, a punitive-based school—police partnership developed in January 2004 that increases police presence at some of the city's most dangerous public schools. An initial examination of school-level demographic and environmental variables reveals that, despite increased police presence, students enrolled at New York City's impact schools continue to experience higher than average problems linked directly to future criminality, including more student suspensions and lower attendance rates than other New York City Schools. The data also reveal that relative to other New York City public schools, impact schools are more crowded and receive less funding.}, number={4}, journal={EDUCATION AND URBAN SOCIETY}, author={Brady, Kevin P. and Balmer, Sharon and Phenix, Deinya}, year={2007}, month={Aug}, pages={455–478} }
 @article{thomas_brady_2005, title={The elementary and secondary education act at 40: Equity, accountability, and the evolving federal role in public education}, volume={25}, journal={Review of Research in Education}, author={Thomas, J. Y. and Brady, K. P.}, year={2005}, pages={51–67} }