Journal of Educational Leadership and Policy Studies

ISSN#: 2473-2826

Education Resources Information Center

Mission and Scope


Journal of Educational Leadership and Policy Studies (JELPS) ISSN#: 2473-2826 is an international peer-reviewed journal which publishes original research studies and conceptual articles on educational leadership development and school success from all over the world. The mission of the JELPS is to establish a global network among scholars, policymakers and educational leaders to improve schools and student achievement through research supported leadership strategies and policies. 

The JELPS seeks articles on timely and critical issues from educators and researchers in all educational settings, including K-12 schools, higher education and governmental institutions. After the rigorous peer review process, JELPS publishes manuscripts that include original primary research that can be quantitative, qualitative studies, mixed method empirical analyses, literature reviews, or new conceptualizations of educational policies and leadership practices. 

Education Resources Information Center

JELPS is indexed by Education Resources Information Center

Term Issues

Spring 2020: JELPS Special Issue #3 on Educational Leadership and Social Justice

1. The Adaptive Challenge of Social Justice in Educational Leadership
Sousan Arafeh, Ph.D., Editor, JELPS Special Issue #3 on Educational Leadership and Social Justice
Southern Connecticut State University

2. Framing Implicit Bias Impact Reduction in Social Justice Leadership
Gina Gullo, Ed.D., Seton Hall University
Floyd Beachum, Ed.D., Lehigh University

3. School Leaders’ Sense-Making and Use of Equity-Related Data to Disrupt Patterns of Inequality
Moses Chikwe, Ph.D., Catholic Archdiocese of Owerri in Nigeria
Robert Cooper, Ph.D., UCLA

4. Rethinking Social Justice: Promoting SEL Opportunities to Achieve a More Just Society
Raquel Muñiz, J.D., Ph.D., Boston College

5. The Case for Dual Language Programs as the Future of Public Education
Jacob Werblow, Ph.D., Central Connecticut State University
Luke Duesbery, Ph.D., San Diego State University
Helen Koulidobrova, Ph.D., University of Connecticut


Summer 2019: JELPS Special Issue #2 on Educational Leadership and Social Justice

1. Editorial: Further Work on Educational Leadership and Social Justice
Sousan Arafeh, Ph.D., Editor, JELPS Special Issue #2 on Educational Leadership and Social Justice
Southern Connecticut State University

2. Aspiring Administrators’ Knowledge and Leadership Capacity to Mitigate Issues of Poverty and Homelessness in Schools
Heidi B. Von Dohlen, Western Carolina University
Jan Moore, SERVE.org
Lisa J. Von Dohlen, Licensed Clinical Social Worker
Beth E. Thrift, SERVE.org

3. LGBT Educators’ Perceptions of Safety and Support and Implications for Equity-Oriented School Leaders
Tiffany Wright, Millersville University
Nancy J Smith, Millersville University
Erin Whitney, Millersville University

4. In Pursuit of Socially Just and Socio-Culturally Responsive Educational Leadership Preparation: One Ed.D. Program’s Process of Transformation
Brad Porfilio, San Jose State University
Katie Strom, California State University, East Bay

5. Principal and Counselor Collaboration for Social Justice Advocacy: A Standards Alignment
Kendra Lowery, Ball State University
Renae D. Mayes, Ball State University
Marilynn M. Quick, Ball State University
Lori G. Boyland, Ball State University
Rachel L. Geesa, Ball State University
Jungnam Kim, Ball State University

6. Subversion or Cooptation? Tactics for Engaging in Diversity Work in a Race-Adverse Climate
Sosanya Jones, Howard University

7. An Urban-defined School Implements a Grassroots Oral History Course and Study Abroad Program for Social Justice Equity, Social Consciousness, and Student Advocacy
Aaron J. Griffen, DSST Public Schools
Nneka M. Greene, Regent University

8. An Alternative ESL/Dual-Language Approach: Narrowing Achievement Gaps for Newly-Arrived Hispanic Students?
José A. Cardoza, University of North Carolina
Kathleen M. Brown, University of North Carolina


Spring 2019: JELPS Special Issue on Educational Leadership and Social Justice

1. Editorial: Educational Leadership and Social Justice
Sousan Arafeh, Editor, JELPS Special Issue on Educational Leadership and Social Justice
Southern Connecticut State University

2. A Developmental Lens on Social Justice Leadership: Exploring the Connection Between Meaning Making and Practice
Eleanor Drago-Severson, Columbia University
Jessica Blum-DeStefano, Bank Street Graduate School of Education

3. Compound Fractures:  Healing the Intersectionality of Racism, Classism and Trauma in Schools with a Trauma-Informed Approach as Part of a Social Justice Framework
Michael Lorenzo McIntosh, Virginia State University

4. Voices for Change: Social Justice Leadership Practices
Donna Kowalchuk, University of Toronto

5. A Proposal for Building Social Capital to Increase College Access for Low-Income Students
Kayla J. Crawley, Rutgers University
Christine T. Cheuk, Educational Testing Service
Anam Mansoor, Rutgers University
Stephanie M. Perez, Rutgers University
Elizabeth Park, Educational Testing Service


Fall 2018: JELPS Volume 2, Issue 1

I. Lessons Learned from a Training of Trainers Model in Africa
Corinne Brion and Paula A. Cordeiro
University of San Diego

II. Dropping Out Is Not an Option
Carol Dahir and Daniel Cinotti
New York Institute of Technology

III. The First Year: Assistant Principals in Title I Schools
Grant Clayton, Andrea J. Bingham
University of Colorado

IV. Expressive Ties and the School Reform Efforts of an Urban School District
Jackie Mania-Singer
Oklahoma State University


Spring 2018: JELPS Volume 1, Issue 2

I. Striving Toward the Promise of P-16 Reform: Political, Organizational, and Leadership Challenges
Stefani Thachik and Katherine Cumings Mansfield
The University of North Carolina

II. School Climate and Academic Growth: Investigating One State’s School Performance Report
Samuel F. Fancera
William Paterson University

III. Program Development within Authentic Partnerships
Jennifer E. McGarry, Jesse Mala, Michael Corral
University of Connecticut

IV. The ‘Push And Pull’ Factors of Distributed Leadership: Exploring Views of Headteachers Across Two Countries
Dampson Dandy George and Frempong Evelyne
The University of Northampton


Spring 2018: JELPS Special Issue II: Honoring All Individuals with Special Needs

Preface
Arthur C. Evans
American Psychological Association
Page………………….……………………………5

Editorial: Servicing Students with Special Needs: A Social and Emotional Imperative
Norris Haynes and Olcay Yavuz
Southern Connecticut State University
Page………………….……………………………6

I. Commentary Developmental Pathways: A School Leadership Framework for Addressing the Needs of All Students
James P. Comer
Yale University
Page………………………………………………7 

II. Leading a Multi-Tiered Approach to Bringing Social-Emotional and Character Development to Regular and Special Education Students
Maurice J. Elias
Rutgers University
Sarah L. DeMarchena
University of Missouri
Francine Luce
Page……………………………..………………11

III. Access versus success: Services for Students with Disabilities in Postsecondary Education
Kari Sassu
Southern Connecticut State University
Page……………………………..………………19

IV. Learning Dysfunction, Disability and Diversity as the New Normal in Education Reform
Camella Rhone
Fanon Group of Research Scholars
Page……………………………………...………25

V. Autism in Africa: The Critical Need for Life Saving Awareness
Ugoji A. Eze Esq
United Nations
Page…………………………………...…………34

VI. Addressing Violence among Students with Disabilities in Schools
Donna Ivery
University of Pennsylvania
Michael A. Endicott
USSS – Ret.
Page………………………………..……………39

VII. Eight Principles to Connect Preservice Educators to Urban Schools and Classrooms
Angela Rhone
Florida Atlantic University
Lori Dassa
Florida Atlantic University
Vanessa Hotchkiss
Florida Atlantic University
Page……………………………...………………48

VIII. School Leader Preparedness for Addressing Student Mental Health
Dorothy P. Papa,
CT State Department of Education, Bureau of Special Education
Page…………………………………...…………60 

IX. Commentary: Inclusion of Students with Disabilities
Timothy Shriver, Special Olympics and Senior Scholar in the Practice of SEL, CASEL
Gary N. Siperstein, Center for Social Development and Education
Page……………………………...………………77


Fall 2017: JELPS Volume I and Issue I

Editorial
Olcay Yavuz
Southern Connecticut State University
Page………………….……………………….…………………….…………………………….……5

I. Resistance to Change: A Speed Bump on the Road to School Improvement?
David Dolph
University of Dayton
Page………………….……………………….…………………….…………………………….……6

II. Organizational Structure and Design
Fred C. Lunenburg
Sam Houston State University
Page………………….……………………….…………………….………………………….………21

III. Leadership Practices to Increase Equity through Closing Intraschool Achievement Gaps
Donna Braun and Felice D. Billups
Johnson & Wales University
Robert K. Gable
Emeritus Professor, University of Connecticut
Page………………….……………………….…………………….……………………………….…44

IV. Principals’ Perceptions and Enactment of Tasks Related to Changes to Teacher Evaluation
Tiffany Wright, Millersville University
Suzanne McCotter, College of New Jersey
Page………………….……………………….…………………….…………………………….……64


Fall 2017: Special Inaugural Issue

Editorial: Providing Social Equity and Social Justice for All
Norris Haynes and Olcay Yavuz
Southern Connecticut State University
Page………………….……………………………4

I. Assessment for Learning: What is to be done?
Edmund W. Gordon, Emeritus Professor,
Yale University and Columbia University
Page………………………………………………7

II. Ecomentation: The Synergy of Ecological Influences on Learning
Norris M. Haynes, SCSU
Edmund W. Gordon
Emeritus Professor
Yale University and Columbia University
Page……………………………..………………11

III. Dynamic Pedagogy: An Integrative Model of Assessment, Curriculum and Instruction in the Service of Learning
Eleanor Armour Thomas
Queens College
Page……………………………..………………22

IV. The Relentless Pursuit for Educational Equity: The Importance of Educational Leadership When Addressing Racial Inequities in Special Education
Catherine Kramarczuk Voulgarides
Touro College
Page……………………………………...………39

V. A Sufficiency-Based Model of Education: Toward “An Education on Equal Terms”
Cynthia McCallister
New York University
Page…………………………………...…………49

VI. Exploring Successful Teachers’ Conceptions of Student Achievement through a Relational Theory of Teaching: Applications for Practice
Cynthia McCallister
New York University
Page………………………………..……………65

VII. The Marginalization of the “Any” Learner
Lori Grace
Southern Connecticut State University
Page……………………………...………………75

VIII. School Leadership: Commitment to Social Justice
Cynthia McDaniels and Norris Haynes
Southern Connecticut State University
Page…………………………………...…………92

IX. Social Justice in Higher Education: Interdisciplinary Approaches Across the Curriculum
Cynthia McDaniels, and Norris Haynes
Southern Connecticut State University
Page……………………………...………………99

X. School Climate and Social Emotional Learning Measurement Systems
Jonathan Cohen
Columbia University
Amrit Thapa, University of Pennsylvania
Ann Higgins-D’Alessandro, Fordham University
Page…………………………….………………117

International Editorial Board

Dr. Olcay Yavuz, Founder, Editor-in-Chief
Southern Connecticut State University

Dr. Sousan Arafeh
Southern Connecticut State University

Dr. Charles J. Russo
University of Dayton

Dr. Yushan Wang
Jiangyin Normal University

Dr. Felice D. Billups
Johnson & Wales University

Dr. Shirley Harris
University of Canterbury, International College, New Zealand

Dr. Danette V. Day
Fitchburg State University

Dr. Jami Berry
University of Georgia

Dr. Erkan Kiral
Adnan Menderes University

Dr. Taiyi Huang
University of North Texas

Dr. Daniel Teodorescu
Clark Atlanta University

Dr. Gamze Sart
Istanbul University

Dr. Kadir Beycioglu
Dokuz Eylul University

Dr. Marian A. Robinson
The George Washington University

Dr. Patricia M. Virella
University of Connecticut

Dr. James K.  Nageldinger
Elmira College

Dr. Susan H. Shapiro
Touro College

Dr. Marsha Bryant
Central Connecticut State University

Dr. Nurdan Kavaklı
Izmir Democracy University

Dr. Mustafa Ozmusul
Harran University

Dr. Gail Prelli
University of Bridgeport

Dr. Jess L. Gregory
Southern Connecticut State University

Dr. Gulcin Gulmez
Middle East Technical University

Dr. Norris Haynes
Southern CT State University

Dr. Rui Li
Shanghai Jiguang Polytechnic University

Dr. Ken Imperato
American International School

Dr. Dave Dolph
University of Dayton

Dr. Merve Zayim Kurtay
Okan University

Dr. Wangari Gichiru
Central Connecticut State University

Dr. Gladys Labas
Southern Connecticut State University

Dr. Diana J. LaRocco
Goodwin College

Dr. Peter Madonia
Southern Connecticut State University

Dr. Fred Lunenburg
Sam Houston State University

Dr. Quintin L. Robinson
Santa Clara University

Dr. Christopher E. Trombly
Southern Connecticut State University

Jian Chan
Southern Connecticut State University

Dr. Kamala Qahramanova
Eurasia University

Dr. Mehmet Durdu Karslı
Eastern Mediterranean University

Dr. S. C. Abosede
Olabisi Onabanjo University

Dr. Somayyeh Radmard
Istanbul Aydin University

Dr. Zeynep Ugurlu
Sinop University

Dr. Jacob Werblow
Central Connecticut State University

Dr. Elmina Qedirova
Baku State University

Dr. Funda Nayir
Denizli Pamukkale University

Dr. Julie Uí Choistealbha
Marino Institute of Education, Ireland

Submission Guidelines

Double Blind Peer Review Policy

JELPS employs a rigorous peer review system. All submitted manuscripts undergo a rigorous peer review process before publication. Particularly, JELPS utilizes a three-stage review process: (1) editorial office, (2) external/expert review and (3) editors’ decision.

Stage 1. Editorial Review

In the first place, a submitted manuscript is reviewed by the JELPS editorial office to ensure that it aligns with the aim and scope of the JELPS before it is sent to external reviewers. At this stage, the manuscript is reviewed for the following: (a) Scope, (b) Originality and Plagiarism Check, (c) English Language, (d) Recent Reference Check.

State 2: Double Blind or Anonymous Peer Review

Once a manuscript successfully completes the editorial office review process, it proceeds to the second stage. A double-blind peer-review process is where both the reviewer and the author remain anonymous throughout the process. Therefore, the manuscript is reviewed by at least two external expert reviewers with scholarly affiliation. The author's identity is unknown to the reviewer. Reviewers are required to evaluate the manuscripts and provide constructive feedback to enable the author(s) improve the content of the manuscript.

Reviewers also score the manuscript in terms of originality, contribution to the educational leadership field, technical quality, clarity of presentation and depth of research. Finally, reviewers make one of the following suggestions about the manuscript;

  • Accept with no revision
  • Accept with minor revision
  • Accept with moderate revision
  • Accept with major revision
  • Reject: Not suitable for further processing.

State 3: Editors’ Decision

Upon receipt of the reviewers’ initial evaluations, the editorial office reviews the comments. If there are significant differences among two reviewers’ recommendations, the manuscript is re-sent to a third reviewer. The review process is usually completed between two to six weeks. Using the reviewers’ and editors’ feedback, author(s) make corrections to the manuscript and submits a revised manuscript. Upon receipt of the revised submission, the manuscript undergoes the third and final stage of the review process. Based on the revised manuscript and all the reviewers’ feedback, the editor makes the final decisions for a publication.

Manuscript Submissions to JELPS

Manuscripts will be sent to Dr. Yavuz, Editor-in Chief, Journal of Educational Leadership and Policy Studies for initial review at yavuzo1@southernct.edu.

Frequency

JELPS is published semiannually by Southern Connecticut State University

Audience

Educational leaders, educational policymakers, teachers, school leader educators, teacher educators, curriculum specialists, administrators, practitioners, and others interested in educational leadership and policy studies.

Quality Assurance

The Southern Connecticut State University’s SafeAssign plagiarism software is used for the verification of original work.

Publication Ethics

JELPS is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, if any, are accurate. Please note that if there are any changes to the author list at this stage all authors will be required to complete and sign a form authorizing the change.

Open Access Policy

The JELPS uses Open Access Policy that enables the dissemination of manuscripts to the global community without restriction through the internet. Thus, all articles published in the JELPS can be accessed by anyone with internet connection around the world. JELPS strongly supports the Open Access initiative. Abstracts and full texts of all articles published by the JELPS are freely accessible to everyone immediately after publication

Publication Charges

There are no submission fees or page charges for this journal.

Copyright Notice

Authors hold the copyright to any article they publish in JELPS. Before the article is published, each author must provide full consent for the publication agreement. Credit as original publisher should be given to JELPS if reprints are made and include the URL of the JELPS publication. Anyone can copy any article(s) found within JELPS as along as credit is given and copies of the article are not sold.

Template

Please download the following template.

Download the Template




Education Resources Information Center

JELPS is indexed by Education Resources Information Center

Contact

Dr. Yavuz
Editor-in Chief, Journal of Educational Leadership and Policy
Southern Connecticut State University
203-392-5442
yavuzo1@southernct.edu

In the 125 years of SCSU History, JELPS became the first and only Indexed journal.