2021

Cobb, C. D., & Glass, G. V. (2021). Public and private education in America: Examining the facts.

Donaldson, M. (2021). Multidisciplinary perspectives on teacher evaluation.

Haynes, C., Castillo-Montoya, M., Hailu, M., Stewart, S. (2021) Black liberation in higher education: Considerations for research and practice.

Kinloch, V., Nemeth, E., Butler, T., & Player, G. (2021). Where is the justice? Engaged pedagogies in schools and communities.

Brandon, L., Reis Renzulli, S., & McCoach, D. B. (2021). Jack Kent Cook scholars program.

Castillo-Montoya, M. I., & Taylor, K. B. (2021). Researching complex collegiate learning: A critical and integrative approach to classroom observation.

Castillo-Montoya, M. I. (2021). Transformational practices supporting first-generation college students as academic learners: findings from a systematic literature review.

Chafouleas, S. M., & Iovino, E. (2021). Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities.

Chafouleas, S. M., & Iovino, E. (2021). Engaging a whole child, school, and community lens in positive education to advance equity in schools.

Connery, C., & Weiner, J. M. (2021). Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective.

De Jesus Gonzalez, Á., Burgos-López, L., Felix, E., & Nienhusser, H. K. (2021). Policy implementation as a tool for advancing equity in community college.

Donaldson, M., Mavrogordato, M., Dougherty, S., Youngs, P., & Al Ghanem, R. (2021). “Doing the ‘real’ work”: Principal evaluation policies and superintendents’ practices in low- and high performing districts.

Donaldson, M., Mavrogordato, M., Dougherty, S., Al Ghanem, R., Young, P. (2021). Principal evaluation under the Elementary and Secondary Every Student Succeeds Act: A comprehensive policy review.

Freidus, A. (2021). “Looking smart: Race and ability in a diversifying middle school.”

Green III, P. C. (2021). School finance, race, and reparations.

Green III, P. C. (2021). Covenants to discriminate: How the anti-LGBT policies of participating voucher schools might violate the state action doctrine.

Montrosse-Moorhead, B. (2021). If building trust is important, how do we teach novice evaluators to do it?

Nienhusser, H. K., & Connery, C. (2021). Examining the undocumented college student policy implementation environment through a contextual interaction theory lens.

Player, G. (2021). “People Get Mistaken”: Asian American girls using multiple literacies to defy dominant imaginings of Asian American girlhood.

Player, G., & Gonzalez Ybarra, M. (2021). Re-imagining literacy and language education for girls of color.

Weiner, J. M., Cyr, D., & Burton, L. (2021). A study of black female principals leading through twin pandemics.

Weiner, J. M., Francois, C., Stone-Johnson, C., & Childs, J. (2021). Keep safe, keep learning: Principals’ role in creating psychological safety and organizational learning during the COVID-19 pandemic.

Wilson, S. M. & McKenna, T. J. (2021). Increasing the circle of light on professional development: The case of the next generation of science exemplar facilitator learning.

Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and structure of special education teachers’ professional learning opportunities.