2024

Bennett, B. L., McKee, S. L., Burkholder, K., Chafouleas, S. M., & Schwartz, M. B. (2024). USDA’s summer meals during the COVID-19 pandemic: A mixed-methods examination of participants and non-participants in 2021.

Buckman, M. M., Lane, K. L., Royer, D. J., Common, E. A., Oakes, W. P., Briesch, A., Chafouleas, S., ... & Lane, N. A. (2024). Enhancing Ci3T professional learning: Initial lessons learned from Ci3T implementers.

Cadenas, G. A., Nienhusser, K., Sosa, R., & Moreno, O. (2024). Immigrant students’ mental health and intent to persist in college: The role of undocufriendly campus climate.

Cadenas, G. A., Sosa, R., Nienhusser, H. K., & Moreno, O. (2024). Critical consciousness among undocumented immigrant college students: Responding to cultural stress and psychological distress.

Chafouleas, S. M., Cintron, D. W., Koslouski, J. B., Briesch, A. M., McCoach, D. B., & Dineen, J. N. (2024, February). District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs.

Chafouleas, S. M., Cintron, D. W., McCoach, D. B., Briesch, A. M., Dineen, J. N., & Koriakin, T. A. (2024). Exploring factors associated with district approaches to identifying and supporting student social, emotional, and behavioral needs.

Chafouleas, S., & Iovino, E. A. (2024). Can student wellness systems of support in higher education learn from k12 settings?.

Chorney, S., Evans, K. R., & Staples, M. (2024). Conceptualizing reasoning practices in the context of sociomathematical issues.

Cobb, C. D. (2024). POLICY MATTERS.

Coles, J. A., & Player, G. D. (2024). Black indigenous and people of color arts as a premise of/for methodological theories of justice.

Conway, P. F. & Rohn, K. C. (2024). Self-authorship development in the outdoors: But for whom?.

Cooke, H., Campbell, T., Anagnostopoulos, D., & Arnold, C. (2024). Environmental service learning as university-community partnership: Using actor-network theory to examine a new model of engagement.

Davis, M. H., Schoeneberger, J., Rhoads, C., Mac Iver, D. J., Zhang, X., Mac Iver, M., & Spinney, S. (2024). Accelerating literacy for adolescents (ALFA): Evaluating ALFA lab using a regression discontinuity study.

DeVona, K., & Weiner, J. M. (2024). Day camp leadership: Women's experiences with gender bias, inequity, and double binds. 

Donaldson, M. L., Mavrogordato, M., Youngs, P., & Dougherty, S. M. (2024). Principals’ priorities, teacher evaluation, and instructional leadership.

Duran, A., McCready, A. M., & Goodman, M. A. (2024). Men, masculinities, and relational leadership attitudes in the collegiate fraternity environment.

Duran, A., McCready, A. M., Goodman, M. A., & Selznick, B. S. (2024). A quantitative examination of social justice orientation among members of a historically white sorority.

Ebron, K., Restrepo, J. A., Morales, A. J., Dutta, S., & McGarry, J. E. (2024). Organizational capacity and implicit bias in experiential learning.

Freidus, A. (2024). False starts: The segregated lives of preschoolers.

Gabriel, R. (2024). Framing arts education in school improvement policy.

Gabriel, R. (2024). The science of reading and deaf education.

Gabriel, R., & López, F. (2024). The role of asset-based pedagogy in an interactive view of reading. 

Gates, E., Rohn, K. C., & Murugaiah, K. (2024). Equity-related ‘knots’ in theory of change development: Conceptualization and case illustrations.

González Ybarra, M., & Player, G. D. (2024). Chismosas against white hetero-patriarchy: Chisme as a literacy pedagogy of resistant girlhood/womanhood.

Green III, P. C. (2024). Critical school finance: special volume commentary.

Green III, P. C., & Eckes, S. E. (2024). All aboard!: Making charter school boards all-purpose state actors under the Supreme Court's Amtrak case.

Green, P., Eckes, S., & Mead, J. (2024). Chartering religion: Educators' civil rights in religious charter schools.

Hershow, R. B., Love Pieczykolan, L., Worthington, N., Adams, M., McDonald, R., Wilson, S., ... & Curran, K. G. (2024). Were needles everywhere?: Differing views on syringe waste and disposal associated with needs-based syringe services programs among community partners and persons who inject drugs.

Hershow, R. B., Worthington, N., Adams, M., McDonald, R., Wilson, S., McBee, S., ... & Curran, K. G. (2024). A qualitative analysis of barriers to accessing HIV prevention services during an HIV outbreak among persons who inject drugs in West Virginia.

Hill, H. C., Lynch, K., & Polanin, J. R. (2024). Structured reporting guidelines for classroom intervention research.

Iovino, E. A., Chafouleas, S. M., Torres, R. C., & Weiner, M. A. (2024, June). A mixed methods evaluation of the usability of Feel Your Best Self.

Irizarry, J., Rong, Y., & Stewart, S. (2024). Beginning to cultivate a diverse teaching force through early college experience in Connecticut.

Kamin, S. J., & Donaldson, M. L. (2024). Complexities in context: Uncovering differences in school leaders’ needs and mentoring based on school environment.

Kelly, B. T., Castillo-Montoya, M., Varghese, R., & Zúñiga, X. (2024). Braids and bridges: A critical collaborative autoethnography of racially minoritized women teaching intergroup dialogue.

Kern, L., Simonsen, B., Sugai, G., Freeman, J., Lewis, T. J., & Chafouleas, S. M. (2024). Supporting paraeducators and their use of active supervision at recess: An exploratory study.

Koslouski, J. B., Chafouleas, S. M., Briesch, A. M., Caemmerer, J. M., Perry, H. Y., Oas, J., ... & Charamut, N. R. (2024). School-based screening of social determinants of health: A scoping review.

Koslouski, J. B., Chafouleas, S. M., Briesch, A., Caemmerer, J. M., & Melo, B. (2024). Developing a whole child school screening instrument: Evaluating perceived usability as an initial step in planning for consequential validity.

Koslouski, J. B., Iovino, E. A., & Chafouleas, S. M. (2024). Feel Your Best Self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies.

Lane Pelton, K. S., Lane, K. L., Oakes, W. P., Buckman, M. M., Lane, N. A., Allen, G. E., McCoach, D. B., Royer, D. J., & Common, E. A. (2024). Re-examining the relation between social validity and treatment integrity in Ci3T models.

Lemire, S., Montrosse-Moorhead, B., & Christie, C. (2024). What is this thing called evaluation theory?.

Linnell, D. J., & Montrosse-Moorhead, B. (2024). Navigating the boundaries between evaluators and similar applied professionals.

Lynch, K. (2024). Diversifying the teaching profession.

Lynch, K. (2024). The Application of Behavioral Economics to Teacher Professional Development.

Lynch, K., An, L., & Mancenido, Z. (2024). Sociodemographic differences in kindergarten children’s summer enrichment: Trends over time using national data.

Lynch, K., Gonzalez, K. E., Hill, H. C., & Merritt, R. (2024). A meta-analysis of the experimental evidence linking mathematics and science professional development interventions to teacher knowledge, classroom instruction, and student achievement.

Makel, M. C., Peters, S. J., Lee, L. E., Stambaugh, T., McBee, M. T., McCoach, D. B., & Johnson, K. R. (2024). Effective identification through multiple criteria.

Martínez-Alemán, A. M., Rowan-Kenyon, H. T., & McCready, A. M. (2024). How social media affect college students: Examining the past, envisioning the future.

Mastrogiovanni, D., & Freidus, A. (2024). “Deeper than a lesson”: New Jersey school superintendents’ approaches to culturally relevant education.

McCoach, D. B., Peters, S., Gambino, A. J., Long, D., & Siegle, D. (2024). Who are we measuring? Teacher effects in gifted and talented teacher rating scales.

McCready, A. M., Biddix, J. P., Feuer, E., & Hopkins, B. E. (2024). Identifying college hazing precursors and related behaviors in secondary school settings.

Montrosse-Moorhead, B., Schröter, D., & Becho, L. W. (2024). The garden of evaluation approaches.

Montrosse-Moorhead, B., Sutter, A., Phiri, C., & Perdomo, L. D. L. C. (2024). Describing youth participatory evaluation of educational interventions as a key domain of the social determinants of health: Protocol for a scoping review.

Peters, S. J., Makel, M. C., Lee, L. E., Stambaugh, T., McBee, M. T., McCoach, D. B., & Johnson, K. R. (2024). What makes for an effective gifted and talented screener?.

Player, G. D., & Thakurta, A. G. (2024). Globally marginalized people shifting temporalities through arts-based methodologies in educational research.

Rohn, K. C. (2024). From awareness to action: Institutional agents attempt to (re)imagine college readiness and success at a no-excuses charter high school.

Schoen, R. C., Lewis, C. C., Rhoads, C., Lai, K., & Riddell, C. M. (2024). Impact of Lesson Study and fractions resources on instruction and student learning.

Schoen, R. C., Rhoads, C., Perez, A. L., Tazaz, A. M., & Secada, W. G. (2024). Impact of cognitively guided instruction on elementary school mathematics achievement: Five years after the initial opportunity.

Schoeneberger, J. A., & Rhoads, C. (2024). Analysis of regression discontinuity designs with a binary moderating variable.

Selznick, B. S., Goodman, M. A., McCready, A. M., & Duran, A. (2024). Developing relational leaders through sorority engagement: A quantitative approach.

Weiner, J. M., Donaldson, M. L., & Strickland, T. (2024). Structural stasis: Considering education leaders’ efforts to racially diversify the teaching force.

Wilder, T. L., Peercy, M. M., Orland-Barak, L., & Wilson, S. (2024). Leading teacher education: Navigating the tension between past and the future.

2023

Anagnostopoulos, D. O., & Schneider, J. (2023). Teaching and teacher education: Tensions and dilemmas of teacher professionalization and bureaucratic rationalization.

Levine, T. H., Mitoma, G. T., Anagnostopoulos, D. O., & Roselle, R. (2023) Exploring the nature, facilitators, and challenges of program coherence: A case of teacher education program redesign using core practices.

Allington, R. L., & Gabriel, R. (2023). The meaning(s) of dyslexia.

Anderson, E., & Weiner, J. M. (2023). Managing up, down, and outwards: Principals as boundary spanners during the COVID-19 crisis.

Bennett, B., Cohen, J., Andreyeva, A., Esposito, J., Burkholder, K., Chafouleas, S. M., & Schwartz, M. (2023). Predictors of increased participation levels in the U.S. Department of Agriculture summer meal programs: An examination of outreach strategies and meal distribution methods during COVID-19.

Bitar, K., Hoosen, F., Jahid, Q., & Montrosse-Moorhead, B. (2023). The youth transformative participatory evaluator education and training approach: The EvalYouth experience (2015-2020). 

Castillo-Montoya, M. I., Bolitzer, L., & Sott, S. (2023). Reimagining faculty development: Activating faculty learning for diversity, equity, and inclusion.

Chafouleas, S. M., Saleem, F., Overstreet, S., & Thorne, T. (2023). Interventions for students exposed to trauma.

Cobb, C.D. (2023). Standing on the shoulders of a giant: Gene Glass.

Connolly, K., Koslouski, J., Chafouleas, S. M., Schwartz, M., Edmondson, B., & Briesch, A. (2023). Evaluating the usability of the wellness school Assessment tool whole school, whole sommunity, whole shild (WellSAT WSCC): A school wellness policy assessment tool.

Felix, E. R., Nienhusser, H. K. (2023). Humanizing policy implementation in higher education through an equity-centered approach.

Freidus, A. (2023). White organizers or White organizations? Activism and identity in a youth-led movement for school integration.

Freidus, A., & Turner, E. O. (2023). Contested justice: Rethinking educational equity through New York City’s COVID-19 school reopening debates.

Gabriel, R. & Kelley, S. (2023) Who defines disciplinary literacy and at what grade levels should it be taught?

Gabriel, R. (2023). Disciplinary literacy means doing the discipline.

Gabriel, R. (2023). Doing disciplinary literacy; Teaching reading and writing across the content areas.

Gabriel, R. (2023). Framing arts education in school improvement policy.

Gherardi, S., Chafouleas, S. M., & Koslouski, J. (2023). Adverse childhood experiences (ACEs): Translation into action in PK-12 education settings.

Greene, C., McCoach, D. B., Ford, J. D., McCarthy, K., Randall, K., & Lang, J. (2023). Bidirectional effects of parental and adolescent symptom change in trauma-focused cognitive behavioral therapy.

Griffin, A. A., & Player, G. (2023). Meet me in outer space: Fugitive spaces of creation and joy with girls of color.

Harris, M. & McCoach, D. B. (2023). Classify with caution: An illustrative example using mixture models and machine learning.

Keaton, A., Burton, L., & McGarry, J. E. (2023). Athletic diversity and inclusion officers and institutional entrepreneurship.

Koslouski, J. B., Stark, K., Chafouleas, S. M., & Riley-Tillman, C. (2023). Considering equity of evidence: Examining teachers’ justifications for Direct Behavior Ratings scale scores.

Koslouski, J., Kristabel, S., & Chafouleas, S. M. (2023). Trauma-informed care to prevent and mitigate effects of school violence.

Koslouski, J., Stark, K., & Chafouleas, S. M. (2023). Understanding and responding to the effects of trauma in the classroom: A primer for educators.

Linnell, D. J., & Montrosse-Moorhead, B. (2023). Navigating the boundaries between evaluators and similar applied professionals.

Lynch, K., An, L., & Mancenido, Z. (2023). The impact of summer programs on student mathematics achievement: A meta-analysis.

Lynch, K., Lee, M., & Loeb, S. (2023). An Investigation of Head Start preschool children’s executive function, early literacy, and numeracy learning in the midst of the COVID-19 Pandemic.

Malone, H. L. S., Player, G. D., & San Pedro, T. (2023). Epistemologies of family: Intentionally centering relationality, mutuality and care in educational research.

Mason, S. & Montrosse-Moorhead, B. (2023). Artificial intelligence and evaluation.

Mavrogordato, M., Youngs, P., Donaldson, M., Kang, H., & Dougherty, S. (2023). Motivating leadership improvement: Extrinsic and intrinsic sources of motivation in the context of principal evaluation.

McCoach, D. Betsy, Gambino, A. J., Peters S. J., Long, D., Siegle, D. (2023). How much teacher is in teacher rating scales?.

McCready, A. M., & Dahl, L. S. (2023). A longitudinal examination of masculinity and hazing endorsement among fraternity men.

McCready, A. M., Eberly, C.G., Hesp, G. A., Biddix, J. P., Barber, J. P. & Bureau, D.(2023) Editorial: The history and evolution of the journal of sorority and fraternity life research and practice.

McCready, A. M., Goodman, M. A., & Duran, A. (2023). Shifting fraternity masculinities: Examining the relationships of the inclusion of queer membership and members’ masculinities.

McCready, A.M., Selznick, B. S. & Duran, A. (2023). Will anything change? Examining historically white fraternity members’ development of openness to diversity in contemporary times.

McGarry, J. E., Ebron, K., Mala, J., Corral, M., Arinze, N., Mattson, K., & Griffith, K. (2023). Anti-racist research methods in sport-based youth development.

Miller, J. M., Youngs, P., Anagnostopoulos, D. O., & Drake, C. (2023). How cooperating teachers and university supervisors shape elementary candidates’ opportunities to learn and receive feedback on English language arts instruction.

Montrosse-Moorhead, B. (2023). Evaluation criteria for artificial intelligence.

Newton, J., Staples, M., Berry, B., & Miller, T. (2023). This issue.

Nienhusser, H. K., Cadenas, G., Sosa, R., & Moreno, O. UndocuCare: Strategies for mental health services that affirm undocumented college students’ psychological needs.

Player, G. D., Animashaun, O., & Thornton, T. (2023). “Getting lost in stars and glitter”: Black girls’ multimodal literacies as portals to new suns.

Schoen, R. C., Lewis, C. C., Rhoads, C., Lai, K., & Riddell, C. M. (2023). Impact of lesson study and fractions resources on instruction and student learning.

Schwartz, M. B., Chafouleas, S. M., & Koslouski, J. B. (2023). Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model.

Schwartz, N., Kang, H., Loeb, S., Grissom, J., Bartanen, B., Cheatham, J., Chi, O., Donaldson, M., Lemos, R., Mellon, G., & Moffitt, S. (2023). Studying the superintendency: A call for research.

Syharat, C. M., Hain, A., Zaghi, A., Gabriel, R., & Berdanier, C. (2023). Experiences of neurodiverse students in graduate STEM programs.

Weiner, J. M., & Higgins, M. (2023). Educational lead(her)ship: Advancing women in K–12 Administration.

Welner, K. & Green III, P. R. (2023). Private school vouchers: Legal challenges and civil rights protections.

2022

Aldemir, T., Davidesco, I., Kelly, S. M., Glaser, N., Kyle, A. M., Montrosse-Moorhead, B., & Lane, K. (2022). Investigating students’ learning experiences in a neural engineering integrated STEM high school curriculum. 

Bellara, A. P., Montrosse-Moorhead, B., Casa, T. M., Gubbins, E. J., & Hayden, S. M. (2022). Making research-practice partnerships work for you: What might researchers want you to know. 

Bieda, K., Conner, A., Kosko, K. & Staples, M. (2022). Conceptions and consequences of mathematical argumentation, justification, and proof.

Blanca, V., Nienhusser, H. Kenny, & Saavedra Carquin, M. (2022). "When I would hurt": Undocumented students' responses to obstacles faced during the college choice process.

Brodersen, A. V., Hemmler, V. L., Callahan, C. M., & McCoach, D. B. (2022). Concordance of gifted education policy and practices at the state, district, and local levels.

Cadenas GA, Nienhusser K., Sosa R., & Moreno O. (2022). Immigrant students' mental health and intent to persist in college: The role of undocufriendly campus climate.

Castillo-Montoya, M., Hunter, T., Moore, W. C., & Sulé, T. (2022). Why the caged bird sings in the academy: A decolonial collaborative autoethnography of African American and Puerto Rican faculty and staff in higher education.

Chafouleas, S. M., & Briesch, A. (2022). Behavior and discipline: Direct behavioral indicators for use in the classroom.

Chafouleas, S. M., Cintron, D., McCoach, D. E., Briesch, A., & Koriakin, T. (2022). Exploring factors associated with district approaches to identifying and supporting student social, emotional, and behavioral needs.

Cobb, C. D. (2022). Do school choice programs contribute to the resegregation of American schools?

Cobb, C. D., Anagnostopoulos, D., Devona, K., & Overton, K. (2022). Evaluation of the state of Connecticut summer enrichment grants: Final report.

Conner, A., Bieda, K., Cirillo, M., Kosko, K., & Staples, M. (2022). Conceptions and consequences of what we call argumentation, justification, and proof: Interrogating our frameworks.

Cyr, D., Weiner, J. M., & Woulfin, S. L. (2022). Logics and the orbit of parent engagement.

Donaldson, M., Weiner, J. M., & Kershen, J. (2022). Who speaks for teachers? Teachers’ voice and teacher unions in a new era.

Eckes, S. E. & Green III, P. R. (2022). The U.S. Supreme Court paves pathway to attend publicly funded religious schools: The potential for discriminatory practices.

Ellis, A.B., Staples, M., Bieda, K.N. (2022). Justification across the grade bands.

Francois, C. & Weiner, J. M. (2022). Internal, moral, and market accountability: Leading urban schools during the covid-19 pandemic.

Freidus, A. (2022). Segregation, diversity, and pathology: School quality and student demographics in gentrifying New York.

Freidus, A., & Ewing, E. L. (2022). Good schools, bad schools: Race, school quality, and neoliberal educational policy.

Freidus, A., & Turner, E. O. (2022). Contested justice: Rethinking educational equity through New York City’s covid-19 school reopening debates.

Gabriel, R. & Kelley, S. (2022). Conclusion: influence and evidence in reading-related policy.

Gabriel, R. (2022). How education policy shapes literacy instruction.

Gabriel, R. (2022). How literacy policy shapes understandings of teacher quality: Coaching, evaluation, and measures of teacher effectiveness.

Golden, M. N., Holder, S., Anagnostopoulos, D. O., & Weiner, J. M. (2022). Who’s missing from school choice research?

Gonzalez, K., Lynch, K., & Hill, H. (2022). A meta-analysis of the experimental evidence linking STEM classroom interventions to teacher knowledge, classroom instruction, and student achievement.

Greene, C., McCoach, D. B., Ford, J. D., Randall, K. G., & Lang, J. (2022). Bidirectional effects of parental and adolescent symptom change in trauma-focused cognitive behavioral therapy.

Ives, J., & Nienhusser, H.K. (2022). The influence of gender on women's college-going behaviors in an urban school context.

Jones, B. L., & Donaldson, M. L. (2022). Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students.

Kim, T., & Weiner, J. M. (2022). Negotiating incomplete autonomy: Portraits from three school principals.

Koslouski, J., Wilson-Mendenhall, C., Parsafar, P., Goldberg, S., Martin, M., & Chafouleas, S. M. (2022). Measuring emotional well-being through subjective report: a scoping review of reviews.

Landa, J., & Donaldson, M. (2022). Teacher leadership roles and teacher collaboration: Evidence from green public schools pay-for-performance system.

Levine, T. H., Mitoma, G. T., Anagnostopoulos, D. O., & Roselle, R. (2022). Exploring the nature, facilitators, and challenges of program coherence: A case of teacher education program redesign using core practices.

Li, Y., Wang, K., Xiao, Y., & Wilson, S. M. (2022). Trends in highly cited empirical research in STEM education: A literature review.

McCready, A. M., & Dahl, L. S. (2022). A longitudinal examination of masculinity and hazing endorsement among fraternity men.

McCready, A. M., Rowan-Kenyon, H. T., Martinez Aleman, A. M., & Yarri, A. (2022). ^^KWIM? BRB: How do emerging adults communicate differently than previous generations?

McKee, S.L., Thorne, T., Koslouski, J.B., Chafouleas, S.M. & Schwartz, M.B. (2022), Assessing district policy alignment with the whole school, whole community, whole child model in Connecticut, 2019 to 2020*.

Montrosse-Moorhead, B., & Weiner, J. M. (2022). Negotiating the complexity of context in evaluation.

Moreno, O., Sosa, R., Hernandez, C., Nienhusser, H. Kenny, & Cadenas, G. (2022). Immigration status, mental health, and intent to persist among immigrant college students.

Nienhusser, H. Kenny, & Romandia, O. (2022). Undocumented college students’ psychosocial well- being: A systematic review.

O'Connell, A. A., McCoach, D. B., & Bell, B. A. (Eds.). (2022). Multilevel modeling methods with introductory and advanced applications.

Park, C., Kubzansky, L., Chafouleas, S. M., Davidson, R., Keltner, D., Parsafar, P., Conwell, Y., Martin, M., Hamer, J., & Wang, K. (2022). A perfect storm to set the stage for ontological exploration: Response to commentaries on “emotional well-being: What it is and why it matters”.

Park, C., Kubzansky, L., Chafouleas, S. M., Davidson, R., Keltner, D., Parsafar, P., Conwell, Y., Martin, M., Hanmer, J., & Wang, K. (2022). Emotional well-being: what it is and why it matters.

Player, G. (2022). Girl of color embodied and experiential dreams for education.

Player, G. (2022). Girlhood Sanctuary. 

Player, G. (2022). Teacher Power.

Player, G., Bachoo, G., & Lopez, C. (2022). “All the talks, all the bonding, all the love”: Women of color feminist multimodalities as interruptions to the whiteness of teacher education.

Raible, J., & Irizarry, J. G. (2022). Redirecting the teacher’s gaze.

Settlage, J., & Williams, B. A. (2022). Equity-centered science education: The origin story of this special issue.

Southerland, S. A. & Settlage, J. (2022). Humanistic science education: Updating our collective consciousness and offering fresh consideration.

Staples, M. (2022). Overview of middle grades data.

Staples, M., & Conner, A. (2022). Introduction: conceptualizing argumentation, justification, and proof in mathematics education.

Stone-Johnson, C., & Weiner, J. M. (2022). Theorizing school leadership as a profession: A qualitative exploration of the work of school leaders.

Thomas, L., Lee, M., Todd, C., Lynch, K., Loeb, S., McConnell, S., & Carlis, L. (2022). Navigating remote delivery of assessments for head start children during the covid-19 pandemic.

Turner Kelly, B., Castillo-Montoya, M. I., Varghese, R., & Zuniga, X. (2022). Braids and bridges: A critical collaborative autoethnography of racially minoritized women teaching intergroup dialogue.

Virella, P., & Cobb, C. D. (2022). Leader developers: Perspectives of mentor principals in an administrator preparation program.

Volpe, R., Chafouleas, S. M., Gonzalez, J., Ardoin, S., & Jimerson, S. (2022). The science of school psychologists: Developing a standard definition.

Ward, N., Vines, N., Gabriel, R. (2022). Early reading instruction: Politics and myths about materials and methods.

Weiner, J. M., Garrett-Walker, W., & Strickland, T. (2022). Reifying discrimination on the path to school leadership: Black female principals’ experiences of district hiring/promotion practices.

Wilson, S.M. & Kelley, S. L. (2022). Landscape of teacher preparation programs and teacher candidates. 

Woulfin, S.L., & Gabriel, R. (2022). Big waves on the rocky shore: A discussion of reading policy, infrastructure, and implementation in the era of science of reading.

Wright-Mair, R., & Castillo-Montoya, M. I. (2022). Sisterhood birthed through colonialism: A love letter approach to connection, healing, and transformation.

Youngs, P., Elreda, L., Anagnostopoulos, D. O., Cohen, J., Drake, C., & Konstantopoulos, S. (2022). The development of ambitious instruction: How beginning elementary teachers’ personal characteristics and preparation experiences are associated with their mathematics and reading practices.

Yu, H., Lupas, K., Chafouleas, S. M., McCoach, D. E., Fabiano, G., & Riley-Tillman, C. (2022). Timing and frequency of screening in schools: A latent variable analysis of stability over time.

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.