Educational Leadership, Policy, and Human Development - 2022

Hartman, C., & Mayo, J. (2022). "It's Like Trying to Merge into Traffic": Relationships Between Transfer Student Experiences and Identity. Journal of College Student Development, 63(5), 475–490. https://doi.org/10.1353/csd.2022.0042

Pham, L. D., Matthews, G. F., & Drake, T. A. (2022). Beyond Prescriptive Reforms: An Examination of North Carolina’s Flexible School Restart Program. AEFP 47th Annual Conference. Presented at the AEFP 47th Annual Conference (Association for Education Finance and Policy), Denver, CO.

Pham, L. D., Corcoran, S. P., Henry, G. T., & Zimmer, R. (2022). Over the Long-Haul: Examining the Long-Term Effects of the School Turnaround. Nashville, TN: Tennessee Education Research Alliance, Peabody College, Vanderbilt University.

Corcoran, S. P., Henry, G. T., Miller, J., Pham, L. D., & Zimmer, R. (2022). Implementing School Improvement in the “iZone 2.0”: A Case Study of Three Memphis Schools. Nashville, TN: Tennessee Education Research Alliance, Peabody College, Vanderbilt University.

Domina, T., Hashim, A. K., Kearney, C., Pham, L. D., & Smith, C. (2022). Covid-19 and the system resilience of public education: A view from North Carolina. In The Learning Curve. Retrieved from Urban Institute website: https://www.urban.org/research/publication/covid-19-and-system-resilience-public-education-view-north-carolina

Carpenter, R., Dvorak, K., Gallardo-Williams, M. T., Chapman, D. D., Bitting, K., Forde, T., & Aming, D. (2022). Faculty (re) engagement: Perspectives on challenges, needs, and opportunities. The Journal of Faculty Development, 36(3), 73–76.

Petherbridge, D., Bartlett, M., White, J., & Chapman, D. (2022). The Disruption to the Practice of Instructional Design During COVID-19. Journal of Applied Instructional Design, 11(2). https://doi.org/10.51869/112/dpmbjwdc

Poison, A. K., Jaeger, A. J., & Norcross, G. A. B. (2022). "I Didn't Realize I Could Be President": The Gendered Experiences of Women Student Body Presidents. JOURNAL OF COLLEGE STUDENT DEVELOPMENT, 63(5), 508–521. https://doi.org/10.1353/csd.2022.0044

Pham, L. D. (2022). Is Teacher Effectiveness Stable Across School Contexts? An Examination of Teachers Who Transfer Into Turnaround Schools. AERA OPEN, 8. https://doi.org/10.1177/23328584221139763

Kiekel, J., Courduff, J., & Hessling, P. (2022). A Series of Happenstances: How the Pandemic Created Opportunities with Technology. EDUCATION SCIENCES, 12(11). https://doi.org/10.3390/educsci12110835

Ayscue, J. B., D. Fusarelli, L., & Uzzell, E. M. (2022, November 7). Equity and Early Implementation of the Every Student Succeeds Act in State-Designed Plans During COVID. EDUCATIONAL POLICY. https://doi.org/10.1177/08959048221130994

Mayhew, M. J., Winkler, C. E., Staples, B. A., Singer, K., Shaheen, M., & Rockenbach, A. N. (2022). The Evangelical Puzzle Partially Explained: Privileged Prejudice and the Development of Appreciative Attitudes Toward Evangelical Christianity. FRONTIERS IN EDUCATION, 6. https://doi.org/10.3389/feduc.2021.775303

Griffard, M. R., Sadler, J., Little, M., & -Vogel, L. C. (2022). Governing early learning among the American states. CHILDREN AND YOUTH SERVICES REVIEW, 143. https://doi.org/10.1016/j.childyouth.2022.106625

Malone, K. M., Pearson, J. N., Palazzo, K. N., Manns, L. D., Rivera, A. Q., & Mason Martin, D. V. L. (2022, September 21). The Scholarly Neglect of Black Autistic Adults in Autism Research. AUTISM IN ADULTHOOD. https://doi.org/10.1089/aut.2021.0086

Kho, A., Henry, G. T., Pham, L. D., & Zimmer, R. (2022, August 22). Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee. EDUCATIONAL EVALUATION AND POLICY ANALYSIS. https://doi.org/10.3102/01623737221111807

Pentimonti, J., Attaway, D. S., Little, M. H., Holod, A., Buysse, V., Walker, D., & Bigelow, K. (2022). Impacts of a Parent-Implemented Language Intervention on Children's Language Development Within Home Visiting. INFANTS & YOUNG CHILDREN, 35(4), 285–302. https://doi.org/10.1097/IYC.0000000000000224

Little, M., Drake, T. A., Cohen-Vogel, L., & Eagle, J. (2022). When School Doesn’t Start at Age 5: Elementary Principal Leadership of Pre-K Programs in Schools. Elementary School Journal, 123(1), 176–202. https://doi.org/10.1086/720563

Rubin, P. G., Ayscue, J. B., & Uzzell, E. M. (2022). Analyzing Congressional Research Service Reports on Education: How Is Information Used at Congress's Think Tank? AERA OPEN, 8. https://doi.org/10.1177/23328584221117166

Islam, J. Y., Mohamed, A., Umbach, D. M., London, S. J., Henneberger, P. K., Freeman, L. E. B., … Hoppin, J. A. (2022, August 8). Allergic and non-allergic wheeze among farm women in the Agricultural Health Study (2005-2010). OCCUPATIONAL AND ENVIRONMENTAL MEDICINE. https://doi.org/10.1136/oemed-2022-108252

Mordechay, K., & Ayscue, J. B. (2022, July 28). Diversifying Neighborhoods, Diversifying Schools? The Relationship Between Neighborhood Racial Change and School Segregation in New York City. EDUCATION AND URBAN SOCIETY. https://doi.org/10.1177/00131245221110555

Shaheen, M., Dahl, L. S., Mayhew, M. J., & Rockenbach, A. N. (2022, July 19). Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference? (Jun, 10.1007/s11162-022-09701-y, 2022). RESEARCH IN HIGHER EDUCATION. https://doi.org/10.1007/s11162-022-09709-4

Pearson, J. N., Stewart-Ginsburg, J. H., Malone, K., Manns, L., Martin, D. V. M., & Sturdivant, D. (2022, July 25). Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth. EXCEPTIONALITY. https://doi.org/10.1080/09362835.2022.2100392

Shaheen, M., Dahl, L. S., Mayhew, M. J., & Rockenbach, A. N. (2022, June 29). Inspiring Muslim Appreciation in the First-Year of College: What Makes a Difference? RESEARCH IN HIGHER EDUCATION. https://doi.org/10.1007/s11162-022-09701-y

Gray, A. M., & Gayles, J. G. (2022). Doing the Right Something: A Grounded Theory Approach to Understanding Advocacy and Allyship Among College Students. JOURNAL OF COLLEGE STUDENT DEVELOPMENT, 63(2), 151–167. https://doi.org/10.1353/csd.2022.0012

Futures Literacy for Adult Learning: Hopeful Futures in Complex Worlds. (2022). In Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice.

Blockchain Technologies: A Study of the Future of Education. (2022). Journal of Higher Education Theory and Practice, 22(1). https://doi.org/10.33423/jhetp.v22i1.4956

Pham, L. D. (2022, June 14). Why Do We Find These Effects? An Examination of Mediating Pathways Explaining the Effects of School Turnaround. JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS. https://doi.org/10.1080/19345747.2022.2081276

Hudson, T. D., Rockenbach, A. N., & Mayhew, M. J. (2022, June 8). Campus Conditions and College Experiences that Facilitate Friendship across Worldview Differences. JOURNAL OF HIGHER EDUCATION. https://doi.org/10.1080/00221546.2022.2082785

Fleener, M. J., & Barcinas, S. J. (2022, June 3). Democracy's Relationship With the Future: Transforming Society's Promise. JOURNAL OF TRANSFORMATIVE EDUCATION, Vol. 6. https://doi.org/10.1177/15413446221103174

Pham, L. D., Matthews, G. F., & Cravens, X. (2022). What Students Value Most: A Qualitative Examination of Learner Experiences in a Fully Online Degree Program. TEACHERS COLLEGE RECORD, 124(2), 143–169. https://doi.org/10.1177/01614681221086460

Martinez, R. R., Jr., & Baker, S. (2022, May 27). Perspectives on career and college readiness Self-efficacy of Latinx Adolescents: A thematic analysis. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT. https://doi.org/10.1002/jmcd.12253

McKinney, E., & Hoggan, C. (2022, June 3). Language, identity, & social equity: educational responses to dialect hegemony. INTERNATIONAL JOURNAL OF LIFELONG EDUCATION, Vol. 6. https://doi.org/10.1080/02601370.2022.2083249

Ayscue, J. B., & Uzzell, E. M. (2022). How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program. TEACHERS COLLEGE RECORD, 124(1), 87–110. https://doi.org/10.1177/01614681221086109

Barcinas, S. J., & Braithwaite, S. S. (2022, March 19). Experienced paramedics' navigation of and learning about ethical dilemmas in the field. STUDIES IN CONTINUING EDUCATION. https://doi.org/10.1080/0158037X.2022.2051473

Vatland, C., Barton, E. E., Pham, L., Fox, L., Hemmeter, M. L., & Henry, G. (2022, February 24). Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model. JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS. https://doi.org/10.1177/10983007211071127

Drake, T. A. (2022). Principals Using Data: An Integrative Review. Leadership and Policy in Schools, 2. https://doi.org/10.1080/15700763.2022.2036349

Hoggan-Kloubert, T., & Hoggan, C. (2022, February 14). Post-Truth as an Epistemic Crisis: The Need for Rationality, Autonomy, and Pluralism. ADULT EDUCATION QUARTERLY, Vol. 2. https://doi.org/10.1177/07417136221080424

Fleener, M. J., & Coble, C. (2022, January 17). Queer futuring: an approach to critical futuring strategies for adult learners. ON THE HORIZON, Vol. 1. https://doi.org/10.1108/OTH-03-2021-0049

Garber, K. L., Foster, T. J., Little, M. H., Cohen-Vogel, L., Bratsch-Hines, M., & Burchinal, M. R. (2022, January 22). Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills. EARLY EDUCATION AND DEVELOPMENT. https://doi.org/10.1080/10409289.2022.2026191

Hemmeter, M. L., Barton, E., Fox, L., Vatland, C., Henry, G., Pham, L., … Veguilla, M. (2022). Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels. EARLY CHILDHOOD RESEARCH QUARTERLY, 59, 56–73. https://doi.org/10.1016/j.ecresq.2021.10.003

Cohen-Vogel, L., Sadler, J., Little, M. H., Merrill, B., & Curran, F. C. (2022). The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis. EDUCATIONAL POLICY, 36(6), 1407–1439. https://doi.org/10.1177/0895904820961002

Drake, T. A. (2022). Learning by Doing: A Daily Life Study of Principal Interns' Leadership Activities During the School Year. JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION, 17(1), 24–54. https://doi.org/10.1177/1942775120941549