Journal of Educational Leadership and Policy Studies

JELPS Volume 8, Fall 2024 Issue

Developing Mathematics Teachers into Leaders for High-Need Urban Schools
Mahtob Aqazade
Adem Ekmekci
Anne Papakonstantinou

Ethical and Educative Leadership of Reorganizations
Reynold J.S. Macpherson

My Job Is Now Illegal”: School Climate and Senate File 496, Iowa’s “Don’t Say Gay” legislation
Kathryn Watson

Institutional Strategies to Support Faculty Response to the College Student Mental Health Crisis
Kenneth M. Coll 
Charles P. Ruch 

Tensions and Alignment Between Simultaneous Implementations of an Ambitious Mathematics Program and Understanding by Design
Jeffrey Choppin
Christine Green  

Examining Teachers' Perceptions Of Workplace Happiness: A Qualitative Study
Pınar Çakır
Yaşar Yavuz 

JELPS Volume 8, Spring 2024 Issue

The Five Factors: How School Leaders Can Improve Teacher Retention
Dr. Josh Flores, Ed.D., Principal, Kirkwood High School, Kirkwood, Missouri
Dr. James V. Shuls, University of Missouri – St. Louis

Integrated Professional Learning: Boundary-spanning graduate leadership education with principals and district leaders
Dr. Sabrina Wesley-Nero, Georgetown University, Washington, DC
Dr. Dionne Davis. Texas State University, San Marcos, TX

College Authorities’ Leadership Styles and Practices on School Effectiveness of Ghana’s Colleges of Education
Dr. Alaric Awingura Alagbela, C. K. Tedam University of Technology and Applied Sciences, Ghana

Investigating the (Mis)alignment Between Expenditures and Policy to Improve Multilingual Learner Programs
Dr. Amy Correia, University of Rhode Island
Dr. Rabia Hos, University of Rhode Island
James Cahan, University of Rhode Island

Academic Leaders’ Attitudes Toward Artificial Intelligence Applications in Leadership Work in Light of The Diffusion of Innovation Theory: The Impact of Possession of Digital Literacy
Dr. Azala Mohammad Alghamdi, Al-Baha University, Kingdom of Saudi Arabia

Big Picture Thinking: Crosswalking Social-Emotional Learning and Academic Standards
Dr. Heidi L. Morton, University of Puget Sound, Tacoma, WA
Dr. David Moran, Canisius University, Buffalo, NY
Dr. Mary Amanda Graham, Seattle University, Seattle, WA
Paige Wakamatsu, Seattle Public Schools, Seattle, WA
Chloe Kimiai, Seattle Public Schools, Seattle, WA

Exploring School Counselor-Principal-Teacher Collective Efficacy and School Counselor Leadership in Schools
Dr. Rachel Louise Geesa, Ball State University, Muncie, Indiana
Dr. Rochelle Maynard, Morningside University, Sioux City, Iowa
Derien D. Kunce, Ball State University, Muncie, Indiana
Dr. Sherri Barrow, Ball State University, Muncie, Indiana

The Cold War Battlefield: A Comparative Analysis of International Education Strategies between the United States and the Soviet Union
Dr. Tarana Jafarova, Higher Education Administration, Yale University, Connecticut
Dr. Aytan Aliyeva, State Academy of Physical Education and Sport, Baku, Azerbaijan

Integrating Trauma-informedness Within a Multi-tiered System of Support: The Critical Role of Administrators
Dr. Lindsay Dietrich Wolf, Ball State University, Muncie, IN
Dr. Maria B. Scuichetti, Ball State University, Muncie, IN

Socialization Demands and Mentoring Needs of Ethnic and Racial Minority Graduate Students
Dr. Jane M. Tram, Pacific University, Oregon
Janie M. Kiyokawa, Pacific University, Oregon
Jane Lopez, Pacific University, Oregon

JELPS Volume 7, Fall 2023 Issue

1. An Exploration of the Impact of School Discipline on Student Achievement
Shanda Young-Gnintendem, Shelby County Schools
Aarek Farmer, Hardeman University

2. Leadership Challenges Facing Academic Deans in the Post-pandemic Environment: Observations and Strategies
Coll, Former Dean, University of Nevada
Ruch, President Emeritus, Boise State University

3. Unravelling Pre-Service EFL Teachers’ WPACK and CDL Levels for Their Professional Development through Technology Acceptance
Rabia Ölmez, Ministry of National Education,|
Nurdan Kavaklı Ulutaş, Izmir Demokrasi University

4. Children’s Challenging Behaviors in an At-Risk Environment in Türkiye
Yasemin Fırat, PhD. in Classroom Teaching, Istanbul University-Cerrahpaşa
Ayşegül Metindoğan, Bogazici University

5. The Relationship Between Teachers' Perceptions of School Principals' Emotion Management Competence and Teachers' Organizational Commitment
Kaan Çömrü, Serinhisar, Ministry of National Education
Yaşar Yavuz, Dokuz Eylul University

6. Understanding School Principals' Actions Regarding the Implementation of Education for Sustainable Development
Marah C. Lambert, The University of North Carolina at Charlotte
Dawson R. Hanock, The University of North Carolina at Charlotte
Kaitlyn O. Holshouser, Gardner-Webb University

7. Challenges, Practices, and Recommendations of Schools with Refugee Students
Mehmet Fatih Karacabey, Harran University
Remzi Başkent, Ministry of National Education

8. The Relationship Between the Influence Tactics Used By Secondary School Principals and Teachers’ Organizational Trust Levels
Serdar Koçak, Ministry of National Education
Salih Paşa Memişoğlu, Bolu Abant İzzet Baysal Üniversit

9. Exemplary Leadership: A Study of Award-Winning School Leaders
Douglas M. DeWitt, Salisbury University

10. Views on Problems Faced by Somali Novice School Principals
Mohamed Ahmed Nur Sh Ali, PhD Student, Dokuz Eylul University
Necla Şahin FIRAT, Dokuz Eylul University

11. The Impact of School Happiness on Student Leadership
Erkan Göktaş, Selcuk University
Muhammet İbrahim Akyürek, Selcuk University

12. Lessons Learned from a Successful Middle School Principal in Türkiye: Insights into Effective Leadership Practices
Sema Dika Kayabaşı, Ministry of National Education
Ramazan Cansoy, Karabük University

13. The Relationship Between Organizational Climate and Organizational Happiness
Pınar Çakır, PhD Student, Dokuz Eylul University
Yaşar Yavuz, Dokuz Eylül University

JELPS Volume 7, Spring 2023 Issue

1. A Policy Analysis of Compulsory English Classes in Japanese Universities
Philip Gurney, Kyoto University of Foreign Studies
Matthew Michaud, University of the Fraser Valley
Justin Richardson

2. Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS): A Nationwide Analysis
Jingyuan Zhang, Purdue University
Ronald C. Martella, University of Colorado
Sungwoo Kang, Purdue University
Busra Yilmaz Yenioglu, Purdue University

3. Leading Amidst COVID-19: A Systematic Review of Higher Education Research Studies
Craig R. Hadley, Northwestern Michigan College

4. School Disparities in Teacher Trust in Students: What Can Principals Do?
Curt M. Adams, University of Oklahoma

5. An Exploration of the Relationship between School Happiness and School Effectiveness
Muhammet İbrahim Akyürek, Selcuk University
Ahmet Aypay, Nazarbaeyev University

6. The Relationship Between the Instructional Leadership Behaviours Used by the School Principals and Their Readiness Level for Change
Kalender İlbeyiilingi, Karaisalı Atatürk Secondary School
Yusuf İnandı, Mersin University

7. Kaleidoscope Career Model Scale: Adaptation Study
Esra Töre, İstanbul Sabahattin Zaim University
Gülsu Naiboğlu, İstanbul Sabahattin Zaim University

8. The Unique Needs of Generation Z in the Educational Work Environment
Nila J. Burt, Muscogee County School District
Joseph R. Jones, Gordon State College

9. One More Disadvantage: Distance Education Experiences of Immigrant and Refugee Students in the Current Pandemic
Fatih Gün, Makbule Orman Secondary School
Abdullah Selvitopu, Karamaoglu Mehmetbey University

10. Urban High School Faculty Members Speak Up: What They Need from a School Counseling Program from School Counselors and Principals
Eric Graf, Central High School
Olcay Yavuz, Southern Connecticut State University

11. The Effect of Informal Learning Environments on Students' Achievement and Attitude Levels of Religious Culture and Moral Knowledge (RCMK) Course
Zeynep Ekinci, RCMK Teacher, Istanbul
Kamil Arif Kırkıç, İstanbul Sabahattin Zaim University

12. Student Members of the School Board Exercising Student Voice in Education Policy
Jerusha O. Conner, Villanova University
Zachariah Sippy, Princeton University
Andrew Brennen, Kentucky Student Voice Team

13. Self-Efficacy Beliefs of Paid Teachers in Turkey
Selma Saydam, Ministry of National Education
Fatih Yılmaz, Ministry of National Education

14. Exploring the relationships between perceived transformational leadership and transactional leadership and teachers' intellectual style
Peng Liu, University of Manitoba
Lili Liu, East China Normal University
Yalong Bo, University of Hong Kong
Hui Yang, East China Normal University

15. Driven by Justice: Exploring the Work of School District Equity Directors
Jessica R. Weiler, Western Carolina University
Darrius A. Stanley, University of Minnesota-Twin Cities

16. A Critical Examination of Effective Leadership in Early Childhood Education
Wanling Fu, Insititue of Education University College London

17. Publication Fetishism at Higher Education: Academicians' Views
Aydın Balyer, Yıldız Technical University
Erkan Tabancalı, Yıldız Technical University

JELPS Volume 6, Fall 2022 Issue

1. The Research Gap: Social Justice Leadership in Suburban Schools
Kristine Reed Woleck, University of Bridgeport

2. Creating and Sustaining Positive School Climate During COVID- 19 Pandemic
Corinne Brion, University of Dayton
Bilgen Kiral, Aydin Adnan Menderes University

3. Teacher Opinions on School Improvement and Professional Development
Dilara Demirbulak, Yeditepe University
Arda Bayraktar, Sabancı University
Ayse Yilmaz Virlan, Marmara University

4. Building Strength in Chicago: Setting the Local and National Computer Science Agendas
Mark Johnson, The Learning Partnership
John Wachen, The Learning Partnership
Steven McGee, The Learning Partnership

5. Teachers' Person-Organization Fit and Turnover Intentions: The Role of Psychological Well-Being
Başak Coşkun, Nevşehir Hacı Bektaş Veli University
Emre Toprak, Erciyes University
Sevda Katıtaş, Cumhuriyet Secondary School
Mete Sipahioğlu, Samsun University

6. Faculty Mentoring and Financial Support of Graduate Students
Joseph Milosch, Pacific University
Jane M. Tram, Pacific University

7. E Examining the Reflection of Social Media on School Administration: A Qualitative Research
Abdullah Balıkçı, Istanbul University - Cerrahpasa
Tarık Ünlü, Selçuklu Adnan Akgül, Special Education Vocational High School
Fatih Bayram, Meram 15 Temmuz Milli Birlik Elementary School
Selman Üzüm Meram Sare Özkaşıkcı Regional Boarding Secondary School
Halil Yavuz Ezginci, Meram Çomaklı Elementary School

8. Fighting Fit: Developing Racially Diverse Principal Pathways in Historically Homogeneous Communities
Christopher Benedetti, Texas A&M University-Corpus Christi

9. School Administrators' Attitudes towards Technology: Do They Resist to Change?
Nejla Burcu Yücel, Yenişehir Belediyesi Art and Science Center
Fahrettin Gılıç, Yenişehir Belediyesi Art and Science Center
Yusuf İnandı, Mersin University

10. Determining the Order of Importance of Stress Factors Caused by School Administration
Sümeyra Dilek Uylas, Republic of Turkey Ministry of National Education
Ayça Kaya, Haliç University

11. Being a Teacher at University: Perceptions, Feelings, and Efforts
Elif İlhan, Ankara Hacı Bayram Veli University
Fatih Demir, Erzincan Binali Yildirim University

JELPS Volume 6, Spring 2022 Issue

1. What Might We Learn From 25 Years of Research on Education Deans?
Shelley B. Wepner, Manhattanville College
William A. Henk, Marquette University

2. Mediating Role of Cognitive Distortions in Negative Future Expectations That Are Affecting Occupational Anxiety
Mustafa Özgöl, Bayburt University
Mustafa Şahin, Izmir Kâtip Celebi University
İsmail Sarikaya, Bayburt University

3. The Impact of COVID-19 on Teachers’ Self-Efficacy and School Culture
Corinne Brion, University of Dayton

4. The Relationship Between School Administrators’ Empowering Leadership Behaviors and Teachers’ Perceptions of Organizational Citizenship
Ramazan Ertürk, Republic of Turkey Ministry of National Education

5. The relationship between principals' instructional leadership and teachers' positive instructional emotions: Self-efficacy as a mediator
Ümit Dilekçi, Batman University
İbrahim Limon, Sakarya Mithatpaşa Anatolian High School

6. Nebraska Principals’ Perceptions Regarding ‘Future-Ready’ Schooling and Their Concurrent Support Needs
Cailen M. O’Shea, North Dakota State University
Scott McLeod, University of Colorado_Denver

7. Are Social-Emotional Learning Focused Schools Deliberately Developmental Organizations?
James A. Bailey, Walden University
Randy Weiner, Daily SEL Leader

8. Developing Innovative School Leadership Scale And Teachers' Views on Innovative School Leadership
Muhammet İbrahim Akyürek, Ankara Etimesgut Science and Art Center
Ersoy Karabay, Kırşehir Ahi Evran University

9. School Principal As An Environmentally Sustainable Leader
Pınar ÖZKAN, İstanbul Sabahattin Zaim University

10. A Qualitative Research on Bureaucracy from the Perspective of Vice Principals in Türkiye
Abdullah Balıkçı, Istanbul University-Cerrahpasa, Hasan Ali Yücel Faculty of Education

11. The Opinions of Primary School Teachers Who Taught In Multi-Grade Classrooms On Multigrade Class Instructional Practices
Pınar Çakır,Dokuz Eylül University
Necla Şahin Fırat, Dokuz Eylül University

12. By Social Network Analysis Natural Leaders and Their Qualities
Mehmet Ali YARIM, Ministry of National Education
Sabri ÇELİK, Gazi University

13. Teachers’ Perceived Social Capital in Schools and Their Attitudes toward Professional Collaboration
Fatih Mutlu Özbilen, Canakkale Onsekiz Mart University
Osman Çekiç, Canakkale Onsekiz Mart University

14. Administrators’ Perceptions of Evaluating Science Teaching: A Case Study
Erikka Brown, Principal, North Callaway Middle School
James Concannon, Professor, School of Education, William Woods University
Patrick Brown, STEM and CTE Execitive Director, Ft. Zumwalt School District

JELPS Volume 5, Fall 2021 Issue

1. The Influence of Principal Retention and Principal Turnover on Teacher Turnover
David G. Buckman, Kennesaw State University

2. A Systematic Review of Distributed Leadership Research from 2000 to 2020
Ahmet Aypay, Anadolu University
Muhammet İbrahim Akyürek, Etimesgut Science and Art Center

3. School Leadership for Social Justice
Steinunn Helga Lárusdóttir, University of Iceland
Eileen O‘Connor, Trinity College, Dublin, Ireland

4. For Free or Not for Free: Do College Students Understand the Price of COVID-19 Vaccinations?
Zachary W. Taylor, The University of Texas at Austin
Joshua Childs, The University of Texas at Austin

5. The Effect of Agile Leadership on Teachers’ Professional Development and Performance
Elif Yalçın, Istanbul Sabahattin Zaim University
Mustafa Özgenel, Istanbul Sabahattin Zaim University

6. The Link between Perceived Leadership Style and Institutional Readiness for Change in the Public Universities of Ethiopia
Befekadu Zeleke, Addis Ababa University

Spring 2021: JELPS Volume 5, Issue 1

1. Editorial
Olcay Yavuz, Southern Connecticut State University

2. Mediating Effect of Organizational Identification on the Relationship between Leader-Member Exchange and Organizational Commitment among Primary School Teacher
Müzeyyen Petek Dincman, Hacettepe University

3. Improving Equitable Student Outcomes: A Transformational and Collaborative Leadership Development Approach
Donna Braun, Center for Leadership and Educational Equity, Johnson & Wales University
Felice D. Billups, Johnson & Wales University
Robert K. Gable, University of Connecticut, Johnson & Wales University
Kirsten LaCroix, Center for Leadership and Educational Equity
Barbara Mullen, Providence Public Schools, formerly Center for Leadership and Educational Equity

4. Universal Mental Health Screening in Schools:  A Primer for Principals
Brandon J. Wood, University of Toledo 
Kellie R. Cooper-Secrest, Ball State University
Megan Kirk, Vigo County School Corporation
Sally Walter, Indiana State University

5. Investigation of Parents' Authenticity Levels in terms of Need for Social Approval, Self-Liking, Self-Competence and Some Variables
Şura Çetin, Sakarya University
Eyüp Çelik, Sakarya University

6. Evaluation of Innovative Approaches in Education and Training Practices and Solution Offers
Ferah Güçlü Yılmaz, T. R. Ministry of Education

7. Understanding Coaches’ Access to Support Teaching and Learning: Three Coach-principal Dyads’ Perspectives
Evthokia Stephanie Saclarides, University of Cincinnati

8. Perceptions of Educators about Teacher Placement and Appraisal in the Charter School Model
Ayşen BAKİOĞLU, Marmara University
Özge KARAEVLİ, Şehit Öğretmen Nuriye Ak Public School

Spring 2021: JELPS EYFOR Special Issue

1. Editorial Spring 2021:  JELPS EYFOR Special Issue
Muzaffer Alkan, Kafkas University
Olcay Yavuz, Southern Connecticut State University

2. Investigation of State Test Anxiety in University Students According to Success and Social Based Variables
Aylin Saltürk, Afyon Kocatepe University

3. The Effect of School Culture on Teachers' Organizational Commitment
Serdar Özçetin, Akdeniz University
Ebru Burcu Cimili Gök, Ministry of Education

4. Examining The Relationship Between Organizational Culture Model and Management Practices
Vicdan Altınok, Gazi University

5. Values Education in Foreign Language Curriculum through the Eyes of Pre-Service Teachers
Yasemin Kırkgöz. Çukurova University

6. Implementation of STEM in Preschool Education
Asena Türk, Ministry of Education
Nur Akcanca, Çanakkale Onsekiz Mart University

7. Examining the Effect of Orienteering on the Development of Attention, Metacognitive Awareness and Problem-Solving Skills of Primary School Students with ADHD
Fatmagül Uzuner, Kafkas University
Mustafa Şahin, Trabzon University

8. Perspectives of University Students on the Efficiency of Synchronous and Asynchronous Learning
Murat Tolga Kayalar, Erzincan Binali Yıldırım University

Fall 2020: JELPS Volume 4, Issue 1 

1. Editorial
Olcay Yavuz, Southern Connecticut State University

2. School Administrators’ Perceptions on Effectiveness of School Counselor Evaluation: A National Study
Renae D. Mayes, University of Arizona
Nicholas P. Elam, Ball State University
Rachel Louise Geesa, Ball State University
Kat R. McConnell, Marquette University
Kaylee M. McDonald, Ball State University

3. Transforming into Entrepreneurial Universities: EU-OECD as a Framework for Saudi Universities
Azala M. Alghamdi, Albaha University

4. Excellent Leadership Theory in Education
Erkan Kıral, Aydın Adnan Menderes University

5. Preparing Suburban School Leaders to Recognize Everyday Narratives that Promote Opportunity Gaps
Deirdra Preis, Sacred Heart University

6. Effects of Administrator Evaluation Policy on Teacher Working Conditions and Turnover Regression
Theodore Kaniuka, Fayetteville State University 

7. Improving Teacher Retention through Support and Development
James V. Shuls, University of Missouri
Joshua M. Flores, University of Missouri

8. Transforming Systems of Single Best Practices to Educational Equity Quantum Ten: An Equity Framework
Talisa Sullivan, Transformational Leadership Consulting

9. How to Develop Adult Educators’ Technological and Andragogical Knowledge: A Case Study in a Private Night High School
Afra N. Aksoy, Middle East Technical University
Meral Aksu, Middle East Technical University

10. Effects of Principal’s Gender, Leadership, and Teacher’s Certification Type on Teacher Self-Efficacy
LaShonda Ford, Louisiana State University Shreveport
Ozlem Gumus, Louisiana State University Shreveport
John D. Harrison, Louisiana State University Shreveport
Cory J. Coehoorn, Louisiana State University Shreveport

Fall 2020: JELPS Special Issue on Educational Leadership Policy Briefs: Perspectives of Doctoral students

1. Educational Leadership Policy Briefs: Perspectives of Doctoral Students
Norris Haynes and Olcay Yavuz
Southern Connecticut State University

2. Overview of the Policy Cycle in Educational Leadership
Norris M. Haynes, Ph.D.
Southern Connecticut State University

3. Policy Brief: Additional English Learner Course Requirements for Preservice Teachers
Jeanine Pocoski and Kelly Michel

4. Urban School District Financing Policy Brief
Sir Snowden, Southern Connecticut State University

5. Policy Brief: Connecticut General Assembly Statute: Public Act 15-96 An Act Concerning Out-of-School Suspensions and Expulsions for Students in Preschool and Grades Kindergarten to Two
Michelle Bibeau

6. Teacher Disproportionality Policy Brief
Keely Garden

7. Aligning ESL Pedagogy with Best Practices in Connecticut Community Colleges
William Key

8. Culturally Relevant Pedagogy and Literacy Education in Marginalized Classrooms
Elijah E. Dunbar

9. Dress-Coded: How current dress codes undermine cultural, gender, and socio-economic equity
Margaret Dimauro

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

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.

ERIC Selection Policy

The Education Resources Information Center (ERIC) is an online bibliographic and full-text digital library of education research, including journal articles and non-journal materials. ERIC is a program administered by the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES) at the U.S. Department of Education (the Department). ERIC’s mission is to select, index, and make quality education research widely available and searchable through a user-friendly website. Based on the ERIC Selection Policy, JELPS articles will be selected to be indexed in ERIC. Selection standards and criteria are determined by the official ERIC authorization. Authors can review ERIC Selection Policy at the ERIC website:

ERIC Selection Policy

Template

Please download the following template.

Download the Template

JELPS is indexed by Education Resources Information Center