A former high school history teacher and director of a nonprofit educational program for low-income middle school students, Professor Liu studies teacher hiring and retention, schools as organizations, leadership, and education policy.

Email: ed.liu@rutgers.edu

Title(s): Assistant Professor

Education: Ed.D., Harvard University; M.B.A., Stanford Graduate School of Business; A.M., Stanford University School of Education; B.A., Yale College.

Affiliations:

• MetroMath: The Center for Mathematics in America's Cities
• Project on the Next Generation of Teachers 
• American Educational Research Association
• University Council for Educational Administration
• National Society for the Study of Education

Research interests:

Dr. Liu studies issues related to attracting, supporting, and retaining new teachers. Using both qualitative and quantitative methods, his current research focuses on teacher hiring and how district and school hiring practices contribute to (or hinder) the capacity of schools to build stable, high-performing faculties. Dr. Liu's research interests also include school improvement, schools as organizations, administrative and teacher leadership, education policy, and the nonprofit sector. 

Recent publications:

Liu, E., Rosenstein, J. G., Swan, A. E., & Khalil, D. (Forthcoming). When districts encounter teacher shortages: The challenges of recruiting and retaining mathematics teachers in urban districts. Leadership and Policy in Schools.

Liu, E. & Johnson, S. M. (2006). New teachers’ experiences of hiring: Late, rushed, and information-poor. Educational Administration Quarterly, 42(3), 324-360.

Liu, E., Johnson, S. M., & Peske, H. G. (2004). New teachers and the Massachusetts Signing Bonus Program: The limits of inducements. Educational Evaluation and Policy Analysis, 26(3), pp. 217-236. [Link]

Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E. & Donaldson, M. L. (2004, October 29). The support gap: New teachers’ early experiences in high-income and low-income schools. Education Policy Analysis Archives, 12(61). Retrieved [date] from http://epaa.asu.edu/epaa/v12n61/.

Johnson, S. M. & The Project on the Next Generation of Teachers. (2004). Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools. San Francisco: Jossey-Bass. Lead author of Ch. 3, “What Teaching Pays, What Teaching Costs,” and Ch. 8, “Making Better Matches in Hiring.”

Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., & Peske, H. G. (2002). 'Lost at sea’: New teachers’ experiences with curriculum and assessment. Teachers College Record, 104(2), 273-300. 

Kardos, S. M., Johnson, S. M., Peske, H. G., Kauffman, D., & Liu, E. (2001).  Counting on colleagues: New teachers encounter the professional cultures of their schools.
Educational Administration Quarterly, 37(2), 250-290.