Lacey Elizabeth Seaton

A Synthesis of Research on Principal Internships

Review of Educational Research, 7.

Measuring the Impact of Mentoring in School Leader Development

Seaton, L. E., Hope, S., & Vakil, S. (2024, November). Presented at the University Council for Educational Administration, Los Angeles, California.

Isolated or Integrated? Tracing the Principal Mentor–Intern Relationship across an Academic Year

Education Sciences, 13(5), 442.

Educational Leaders Supporting Linguistic Equity

Seaton, L. E., & Smith, C. S. (2022, January). Presented at the International Congress for School Effectiveness and Improvement, Virtual.

School Segregation: A Mixed Methods Examination of Charlottesville City and Albemarle County Schools

Seaton, L. E., Ayscue, J., Ainsworth, D., & Cadilla, V. (2022, November). Presented at the University Council for Educational Administration, Seattle, Washington.

School administration and classroom management

In E. Sabornie & D. Espelage (Eds.), Handbook of Classroom Management: Research, Practice, and Issues (3rd ed., pp. 271–287). Routledge.

Variation in Levels of Mentorship Throughout the Principal Internship

Drake, T. A., Seaton, L. E., & Ivey, L. (2022, April). Presented at the Annual Meeting for the American Education Research Association, San Diego, California.

Interns’ Reflective Learning During a Full-Time Principal Internship

Drake, T. A., Seaton, L. E., & Ivey, L. (2021, November). Presented at the University Council for Educational Administration, Columbus, Ohio.

Inwardly Facing Inequitable and Racially Unjust Practices While Outwardly Dealing With the Challenge of the Online Learning Environment Around Implicit Bias and Structural Racism

Drake, T. A., Seaton, L. E., Fusarelli, B., & Jackson, M. (2021, November). Presented at the University Council for Educational Administration, Columbus, Ohio.

Principal Candidates’ Reflective Learning During a Full-Time Internship

Journal of Research on Leadership Education, 18(2), 207–227.

Principals’ Understanding of Equity and Social Justice Practices in Education: A Mixed Study of the Perceived Barriers and Supports Needed to Achieve Equitable Outcomes

Seaton, L. E. (2021, February). Presented at the North Carolina State University College of Education Celebration of Research, Virtual.

Early Adopters: Private School Leaders Respond to the Introduction of Targeted School Vouchers

International Journal of Educational Reform, 29(2), 123–151.

The Full-Time Principal Internship: A Mixed-Methods Study of Interns’ Experiences During an Academic Year

University Council for Educational Administration. Presented at the University Council for Educational Administration.

Early Adopters Versus Cautious Observers: Private School Leaders Respond to the Introduction of Targeted School Vouchers in North Carolina

Annual Conference of the International School Choice and Reform Conference. Presented at the Annual Conference of the International School Choice and Reform Conference, Lisbon, Portugal.

Review of the Book Changing the narrative: Socially just leadership education, by K. L. Guthrie & V. S. Chunoo

Review of the Book Changing the narrative: Socially just leadership education, by K. L. Guthrie & V. S. Chunoo [Review of Changing the narrative: Socially just leadership education, by K. L. Guthrie & V. S. Chunoo]. Teachers College Record. Chunoo]. Teachers College Record.

Who’s in charge? A state-level analysis of leadership preparation

In A. Danzig & B. Black (Eds.), Who Controls the Preparation of Education Administrators? (pp. 107–133). Information Age Publishing.

School Leadership Development for Rural Schools: Excellent Leaders, Effective Schools, and Enriched Communities

International Congress for School Effectiveness and Improvement. Presented at the International Congress for School Effectiveness and Improvement, Singapore.