Publications

Francis L. Huang, Colleen Lloyd Eddy, Emily Camp (2020). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence.
Cite URL DOI
Jennifer L. Maeng, Dewey Cornell, Francis Huang (2020). Student threat assessment as an alternative to exclusionary discipline. Journal of School Violence.
Cite URL DOI
Francis L. Huang (2020). Prior problem behaviors do not account for the racial suspension gap. Educational Researcher.
Cite URL DOI
Colleen L. Eddy, Francis L. Huang, Daniel R. Cohen, Kirsten M. Baker, Krista D. Edwards, Keith C. Herman, Wendy M. Reinke (2020). Does teacher emotional exhaustion and efficacy predict student discipline sanctions?. School Psychology Review.
Cite URL DOI
Francis L. Huang, Yolanda Anyon (2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing School Failure: Alternative Education for Children and Youth.
Cite Slides DOI
Francis L. Huang (2020). MANOVA: A procedure whose time has passed?. Gifted Child Quarterly.
Cite DOI
Sara L. Prewett, David A. Bergin, Francis L. Huang (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International.
Cite URL DOI
Tyler E. Smith, Wendy M. Reinke, Keith C. Herman, Francis L. Huang (2019). Understanding family–school engagement across and within elementary- and middle-school contexts. School Psychology.
Cite DOI
A Olsen, F Huang (2019). Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey. Education Policy Analysis Archives.
Cite URL DOI
Anna Grace Burnette, Francis L. Huang, Jennifer L. Maeng, Dewey Cornell (2019). School threat assessment versus suicide assessment: Statewide prevalence and case characteristics. Psychology in the Schools.
Cite URL DOI