Archives

• SPECIAL EDITION: SOCIAL, EMOTIONAL, AND ETHICAL EDUCATIONAL LEADERSHIP

  Vol. 8 No. 1 (2025)

• 2023 Articles

• Volume 7, Issue 1

  Vol. 7 No. 1 (2023)

• NEQUITIES IN THE NUMBER OF DAYS ASSIGNED TO AN EXCLUSIONARY DISCIPLINE CONSEQUENCE AS A FUNCTION OF THE ETHNICITY / RACE OF TEXAS MIDDLE SCHOOL GIRLS: A MULTIYEAR, STATEWIDE INVESTIGATION

  Vol. 6 No. 4 (2019)

• THE CONCEPTIONS AND PRACTICES SECONDARY PRINCIPALS USE TO PROMOTE AND MAINTAIN ETHICAL RELATIONSHIPS

  Vol. 6 No. 3 (2019)

• AN ANALYTIC SYNTHESIS OF RESEARCH STUDIES DEALING WITH THE RELATIONSHIP BETWEEN SCHOOL BUILDING CONDITION AND STUDENT ACADEMIC ACHIEVEMENT

  Vol. 6 No. 2 (2019)

• COLLEGE READINESS OF BLACK AND WHITE STUDENTS IN READING, MATHEMATICS, AND BOTH SUBJECTS: A TEXAS, MULTIYEAR INVESTIGATION

  Vol. 6 No. 1 (2019)

• Special Issue 1

  2018

• CONSTRUCTING AN EQUITABLE FRAMEWORK FOR THE COMMON CORE STATE STANDARDS FOR EXCEPTIONAL STUDENTS: THE ‘IDEA’ OF CULTURALLY RESPONSIVE INSTRUCTIONAL AND SCHOOL LEADERSHIP

  Vol. 5 No. 5 (2018)

• CHANGING OF THE GUARD: PRINCIPAL EXPERIENCE OF SUCCESSION

  Vol. 5 No. 4 (2018)

• BROADER THINKING IN EDUCATIONAL LEADERSHIP DECISIONS

  Vol. 5 No. 3 (2018)

• DIFFERENCES IN READING ACHIEVEMENT BETWEEN CHARTER AND TRADITIONAL ELEMENTARY SCHOOLS

  Vol. 5 No. 2 (2018)

• DIFFERENCES IN GENERAL EDUCATION DEVELOPMENT RECIPIENT RATES AS A FUNCTION OF HIGH SCHOOL SIZE FOR STUDENTS OF POVERTY: A TEXAS MULTIYEAR, STATEWIDE STUDY

  Vol. 5 No. 1 (2018)

• THE EXTENT TO WHICH THE SCHOOL LEADER MAKES EFFORTS TO CLOSE BLACK MALE ACHIEVEMENT GAPS THAT PROMOTE RECONCILIATION OF VALUE DIFFERENCES WITHIN THE SCHOOL ORGANIZATION

  Vol. 4 No. 7 (2017)

• DOCTORAL-GRANTING UNIVERSITIES: RECOMMENDATIONS FOR UNIVERSITY OF TEXAS AT AUSTIN’S FISHER V. UT AUSTIN AFFIRMATIVE ACTION CASE

  Vol. 4 No. 6 (2017)

• "TEACHER PERCEPTIONS OF PARENTAL INVOLVEMENT AND THE ACHIEVEMENT OF DIVERSE LEARNERS: A META-ANALYSIS"

  Vol. 4 No. 5 (2017)

• Differences in Discipline Consequences as a Function of Economic Status by Gender

  Vol. 4 No. 4 (2017)

• The Relationship Between School Building Condition and Student Achievement: A Critical Examination of the Literature

  Vol. 4 No. 3 (2017)

• APPLYING RETENTION THEORIES TO STUDENT-FACULTY INTERACTIONS

  Vol. 4 No. 2 (2017)

• DIFFERENCES IN DISCIPLINARY CONSEQUENCES AND REASONS FOR DISCIPLINARY CONSEQUENCE ASSIGNMENT AS A FUNTION OF GRADE SPAN CONFIGURATION BY STUDENT ECONOMIC STATUS

  Vol. 4 No. 1 (2017)

• CENTRAL PERSPECTIVES OF THE SCHOOL-BASED REFORM PROGRAM IN EGYPT: AN EVALUATIVE STUDY

  Vol. 3 No. 10 (2016)

• AN IMPLEMENTATION PERSPECTIVE: RELEVANT LESSONS FROM NO CHILD LEFT BEHIND (NCLB) FOR THE IMPLEMENTATION OF THE EVERY STUDENT SUCCEEDS ACT (ESSA)

  Vol. 3 No. 9 (2016)

• ADDRESSING THE NEEDS AND CHALLENGES OF HIGH QUALITY CHILD CARE SERVICES ON UNIVERSITY CAMPUSES: ONE INSTITUTION’S COLLABORATIVE APPROACH

  Vol. 3 No. 8 (2016)

• UNDERSTANDING EFFICIENCY AND THE TEACHER QUALITY MOVEMENT THROUGH THE LENS OF INSTITUTIONAL THEORY

  Vol. 3 No. 7 (2016)

• THE 65% INSTRUCTIONAL EXPENDITURE RATIO: HISTORICAL KEYSTONES AND CURRENT STATUS

  Vol. 3 No. 6 (2016)