Educational Leadership Commons^™

Examining Ableism In Elementary School Settings: Educators’ Experiences And Responses To Critical Incidents Of Ableism, Rebecca Chadwick

LMU Theses and Dissertations

This qualitative study explored elementary school educators’ experiences with ableism and bias in their daily professional lives. While federal policy affirms the rights of students with disabilities, inequities persist in how these protections are implemented in schools (Individuals with Disabilities Education Improvement Act, 2004). Using semi–structured interviews with 11 elementary educators, including general education teachers, special education teachers, counselors, and administrators, this study examined how ableism is perceived, experienced and addressed in elementary settings. Thematic analysis identified themes of deficit–based thinking, lowered expectations, lack of early intervention, resistance to inclusion, and the impact of labels and language on shaping opportunities …

Conflict Clarity: How To Teach Students To Turn Disputes Into Growth Opportunities, Eileen Paige Petzold-Bradley

Learning and Educational Center Virtual Teaching and Learning Conference

Conflict is an unavoidable part of learning and working in today’s fast-changing industries. Faculty often observe students struggling with teamwork, communication breakdowns, and emotional self-management during group projects or internships. This session equips educators with practical strategies to help students build durable skills—conflict resolution, emotional intelligence, and self-awareness—that translate directly into professional success.

Drawing on research in conflict management, leadership, and organizational psychology, participants will explore the “Conflict Clarity” framework: a set of teaching tools, reflection prompts, and case scenarios designed for classroom use across disciplines. Faculty will learn how to integrate conflict styles, the CLEAR conversation framework, and role-play …

Program Transition Success: A Practical Guide For Educators Moving Sbae Programs, Evey Choat

Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research

What tools, strategies, and support systems can help agriculture educators navigate leadership transitions and sustain program success when moving between schools or communities? Teacher mobility and leadership transitions within School-Based Agricultural Education (SBAE) present unique challenges to program continuity, community relations, and professional sustainability. Unlike other subject areas, SBAE teachers often manage multifaceted responsibilities—as classroom instructors, FFA advisors, and community liaisons—making transitions between programs especially complex. This project addresses the lack of structured support for educators navigating these transitions by developing a Program Transition Guide specifically tailored to the needs of agricultural educators in Nebraska.

Guided by Transformational Leadership Theory …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Staff Education To Internal Medicine Clinic, Rafael A. Cardona Gonzalez

Walden Dissertations and Doctoral Studies

This is a staff education project. The practice problem addressed was the lack of standardized orientation on the electronic health record (EHR) system for rotating students, which impacted documentation quality and workflow efficiency. Prior to the intervention, students received no formal training on the clinic’s EHR system, resulting in documentation errors, workflow disruptions, and dependence on administrative staff. The educational session, tailored to the clinic’s EHR platform, aimed to promote student knowledge and confidence through structured, site-specific training. The practice-focused question was: How does structured education on site-specific EHR use impact knowledge and documentation confidence among rotating medical and nurse …

2025-11-03 Final Draft Revision Of Pac-22, Morehead State University. Faculty Senate.

Faculty Senate Records

The final draft revision of PAc-22 submitted to the Faculty Senate on November 3, 2025.

Measuring Student Growth To Support Organizational Learning Using The Academic Progress Indicator (Api): An Evaluation Of Chicago Public Schools’ New Student Progress Metric, Benjamin Boer

Reports, Analyses, and other Publications

A report on early implementation of the Academic Progress Indicator (API), a student progress measure developed by Chicago Public Schools (CPS) as part of its new Continuous Improvement and Data Transparency (CIDT) system. The API represents a significant step forward in how schools and communities can use data to understand and support student learning.

Mindful Leadership: How Rural Principals Enact School Mindfulness Through Care And Social-Emotional Learning, Jesse Wood

The Rural Educator

This qualitative research study explored how rural secondary principals in Tennessee made sense of the practice of school mindfulness and what motivated them to engage in leadership practices that enact mindfulness in this setting. This study draws from the theoretical construct of high reliability theory (HRT) and school mindfulness: focus on failure, reluctance to simplify, sensitivity to teaching and learning, commitment to resilience, and deference to expertise. Three themes emerged: situational awareness, social-emotional learning (SEL), and care. This study extends the extant literature on school mindfulness and highlights leadership practices of care and social-emotional learning that enact school mindfulness in …

Community Engagement And Advocacy In Distributed Leadership: Pathways To Social Justice Leadership Praxis In South U.S. Schools, Atefeh Ataran, Jacquelyn Williams, Brandi Hinnant-Crawford

Publications

This study explores the relationship between distributed leadership and social justice leadership behaviors among K–12 school leaders in the South U.S. Survey responses from 179 principals and assistant principals showed a significant positive correlation. Leaders who engage in distributed leadership, particularly through community engagement and advocacy, tend to demonstrate social justice leadership practices. The findings emphasize the importance of collaborative leadership in creating inclusive schools and preparing future leaders to use distributed leadership strategies.

Faculty Touchpoint Survey 2025: Key Findings And Recommendations, Lisa A. Marchiondo, Naila V. Decruz-Dixon, Julia Fulghum

ADVANCE Reports

A Spring 2025 climate survey finds that UNM faculty remain committed to their teaching, scholarship, and collegial relationships, despite concerns about research funding, academic freedom, and graduate student recruitment and well-being. The survey also found that faculty have higher levels of stress than in a previous ADVANCE survey, worse psychological well-being, more difficulty concentrating, and more concern about tenure and promotion. A set of recommendations for academic leaders are provided.

The Future Of Equity, Diversity, And Inclusion (Edi) In Education Keep, Reform, Or Dismantle?, Ardavan Eizadirad, Gerald Walton

Education Faculty Publications

Equity, Diversity, and Inclusion, also known as EDI, is one of several acronyms that refer to policies and practices of organizations, such as K to 12 school boards and post-secondary institutions, to promote inclusive and equitable environments. While EDI has become a ubiquitous discourse in educational administration, its impact extends into classroom pedagogies, hiring practices, curriculum development, and institutional culture. In this article, we critically examine the extent to which EDI committees and initiatives fulfil their promise of fostering inclusive environments to support equity-denied groups. We address the following research questions: (1) How have EDI frameworks evolved in education? (2) …

Integrating Goal-Setting Into An Urban Community College Developmental Mathematics Course: A Multi-Perspective Learning Experience, Tamie S. Dickson

Education Doctorate Dissertations

Developmental mathematics (DM) students often encounter systemic and contextual obstacles in higher education. Low self-efficacy, math anxiety, multiple external demands, and pervasive gaps in prerequisite knowledge can all undermine the strategic behaviors needed to manage the academic environment independently. Although DM reforms are widely researched, the literature lacks a firsthand perspective on the daily processes students apply as they assume control over their learning. This qualitative action research study investigated the integration of intentional goal-setting into a recently redesigned one-level pilot DM course at an open-access, urban community college. The practitioner-researcher created the PATHway framework—rooted in Zimmerman’s (2000) three-phase Self-Regulated …

Exploring An Asset-Based Framework For The Ethics Of Care In Rural Communities, Phillip D. Grant, J. Kessa Roberts, Jamon H. Flowers

The Rural Educator

This article introduces asset-based innovation in rural education (ABIRE) as a framework for rethinking school improvement in rural communities and integrates the ethics of care as a conceptual lens to view improvement efforts. Rather than focusing on external problems or shortcomings, ABIRE centers the strengths, relationships, and resources already present in rural contexts. The framework offers a relational and locally responsive approach to educational change by drawing on principles from the ethics of care, improvement science, and asset-based community development. Through asset mapping, educators and leaders can engage in cycles of inquiry that are grounded in place and driven by …

November 2025 Bulldog Alumni & Friends News, Kari Jones, Garrett King

Bulldog Alumni & Friends News

• November 7-8 SWOSU Baseball Alumni Weekend

• November 10 Traveling Bulldogs Meeting

• December 2 Emeriti Honors and Reception

• December 12 Fall Commencement

• January 22 SWOSU Near You: Tulsa

The Effect Of Perceived Principal Leadership Styles And School Type On Elementary Teacher Self-Efficacy, Karen M. Gonzalez

Electronic Theses and Dissertations

The purpose of this study was to explore the effect of perceived principal leadership styles and school type on elementary teachers’ self-efficacy. The study examined two research questions. The first examined differences between teachers’ self-efficacy in Title 1 and non-Title 1 schools, and the second examined differences in teacher self-efficacy and perceived principal leadership styles (authoritarian, democratic, and laissez-faire). The convenience sample included 129 elementary teachers from social media teacher groups that taught in various Title 1 and non-Title 1 school districts. I used a quantitative, causal-comparative method to collect data and survey questionnaires that identified trends in leadership styles …

Breaking Barriers: Mentorship Pathways For Hispanic Women In Leadership Roles, Ana Paola Gonzalez

Electronic Theses and Dissertations

This study aimed to understand the unique lived experiences of 10 Hispanic Latinas serving in leadership roles in 2-year community colleges in Texas. As the graduation rate of Hispanic women increases, institutions must identify mentorship programs that motivate women who continue to graduate to seek leadership positions within their institutions. Through life stories and lived experiences, the study's findings illustrate that mentorship is essential to creating, but that self-determination and self-advocacy also make it possible to find paths to leadership. Through thematic analysis, three themes emerged from the data: identity and representation, mentorship and support structures, and resilience and advocacy. …

Exploring The Impact Of Faculty–Student Interactions Outside The Classroom On The Sense Of Belonging, Engagement, Self-Confidence, And Retention Among Undergraduates In Uae Federal Universities, Mona Malalla Alhammadi

Dissertations

The purpose of this study was to examine the ability of Faculty-Student Interaction (FSI) in influencing students' social and academic outcomes and success. In particular, this study sought to investigate the impact of the informal interactions between faculty members and their students outside the classroom on four student outcomes: Sense of Belonging (SB), Engagement (EG), Self-confidence (SC), and Retention (RT). The participants were 570 undergraduate students who were at their first- and second-year of study from three different UAE federal higher education institutions. The study employed quantitative research design while utilizing an online survey as the main data collection instrument. …

Equity In Action: Transformative Leadership And Anti-Racist Praxis In Canadian K-12 Schools, Ayodeji Osiname

Journal of Educational Leadership in Action

This paper examines how Canadian K-12 schools, amidst growing diversity, have historically marginalized certain student groups, perpetuating inequities. It explores the roles of school principals in reversing these trends and creating inclusive, equitable, and safe environments for all. The paper uses two theoretical frameworks—Transformative Leadership theory and Anti-Racist theory—to guide principals in fostering inclusive school cultures. The synergies and distinctions between these frameworks are analyzed to advocate for an integrated approach. Together, these frameworks provide a comprehensive lens for school leadership. School leaders must engage in self-reflection, collaboration, and resilience to cultivate social justice-oriented school cultures. The integration of Transformative …

Ethical Adoption Of Ai-Based Tools In Higher Education Institutions (Heis), Tatjana Titareva, Paul Mabrey Iii

Journal of Educational Leadership in Action

This study emphasizes the importance of ethical and human-centered leadership in the adoption of AI-based Early Alert Systems (EAS) in higher education. It argues for leadership that is mindful of system-level risks and ethical considerations in utilizing AI tools for student retention and administrative efficiency. The research fills a gap by identifying key leadership skills, qualities, and responsibilities necessary for the ethical adoption of AI tools. Through qualitative analysis with the help of focus groups, the study highlights the need for supportive and authentic leadership that engages stakeholders ethically, addresses equity, inclusion, data privacy, and mitigates the psychological impacts of …

Texas School Social Workers: Job Barriers, Supports, Satisfaction And Preparation Programs, Astrid Gandaria, George Padilla, Velma D. Menchaca

Organization and School Leadership Faculty Publications

A study examined the job barriers, supports, satisfaction, and preparation programs of Texas school social workers (TSSW). The study used a convergent parallel mixed method design to compare and discuss quantitative and qualitative data obtained through a survey emailed to 476 Texas school social workers. Data was gathered from 250 social workers. The findings highlight the need to better understand the role of TSSWs and improve university social work preparation programs. The implications of this study’s findings on TSSW work barriers and supports and preparation programs can create major improvements to the preparation, job definition, and work environment of TSSWs, …