Publications

Francis L. Huang (2024). Using plausible values when fitting multilevel models with large-scale assessment data using R. Large-scale Assessments in Education.
Cite URL Code DOI
Bixi Zhang, Francis L. Huang (2024). Investigating the use of robust standard errors to account for two-way clustering in cross-classified data structures. Dependent Data in Social Sciences Research.
Cite URL DOI
Anne Gregory, Francis L. Huang, Allison Rae Ward-Seidel (2024). Adolescent exposure to restorative practices and their perceptions of support, structure, and bullying in the school climate. AERA Open.
Cite URL DOI
Seth Woods, James Sebastian, Keith C. Herman, Francis L. Huang, Wendy M. Reinke, Aaron M. Thompson (2023). The relationship between teacher stress and job satisfaction as moderated by coping. Psychology in the Schools.
Cite URL DOI
Francis L. Huang, Anne Gregory, Allison Rae Ward-Seidel (2023). The impact of restorative practices on the use of out-of-school suspensions: Results from a cluster randomized controlled trial. Prevention Science.
Cite URL DOI
Keith C. Herman, Wendy M. Reinke, Aaron M. Thompson, Francis L. Huang, Sarah Owens (2023). Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks.. School Psychology.
Cite URL DOI
Francis L. Huang, Bixi Zhang, Xintong Li (2023). Using robust standard errors for the analysis of binary outcomes with a small number of clusters. Journal of Research on Educational Effectiveness.
Cite Code DOI
Jennifer L. Maeng, Dewey G. Cornell, Francis L. Huang (2023). Teacher Perceptions of School Resource Officers and Associations with School Safety. JSV.
PDF Cite URL Project DOI
Francis L. Huang (2023). Practical multilevel modeling using R. SAGE Publications.
Cite
Daniel R. Cohen, Crystal Lewis, Colleen L. Eddy, Lauren Henry, Caroline Hodgson, Francis L. Huang, Wendy M. Reinke, Keith C. Herman (2023). In-school and out-of-school suspension: Behavioral and psychological outcomes in a predominately black sample of middle school students. School Psychology Review.
Cite URL DOI