Educational Leadership, Policy, and Human Development (ELPHD) - 2023

Shaheen, M., Winkler, C., Mayhew, M., & Rockenbach, A. (2023, September 2). Latent Growth Modeling of the Attitudes of Non-Muslims Toward Muslims in College: A Longitudinal Analysis. JOURNAL OF HIGHER EDUCATION. https://doi.org/10.1080/00221546.2023.2251868

Bastian, K. C., & Drake, T. A. (2023, August 30). School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals. EDUCATIONAL ADMINISTRATION QUARTERLY, Vol. 8. https://doi.org/10.1177/0013161X231196502

Timus, N., Bartlett, M. E., Bartlett, J. E., Ehrlich, S., & Babutsidze, Z. (2023, July 29). Fostering inclusive higher education through universal design for learning and inclusive pedagogy - EU and US faculty perceptions. HIGHER EDUCATION RESEARCH & DEVELOPMENT. https://doi.org/10.1080/07294360.2023.2234314

Gayles, J. G. (2023). Humanizing Higher Education: A Path Forward in Uncertain Times. REVIEW OF HIGHER EDUCATION, 46(4), 547–567. https://doi.org/10.1353/rhe.2023.a900572

Hoggan, C., & Hoggan-Kloubert, T. (2023, July 12). The Ethics of Radical and Transformative Education. ADULT EDUCATION QUARTERLY, Vol. 7. https://doi.org/10.1177/07417136231187840

Drake, T. A., Seaton, L. E., & Ivey, L. (2023). Isolated or Integrated? Tracing the Principal Mentor-Intern Relationship across an Academic Year. EDUCATION SCIENCES, 13(5). https://doi.org/10.3390/educsci13050442

Drake, T. A., Ivey, L., & Seaton, L. (2023). Principal Candidates' Reflective Learning During a Full-Time Internship. JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION, 18(2), 207–227. https://doi.org/10.1177/19427751211062640

Pham, L. D. (2023). Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools. Educational Researcher, 0013189X2311751. https://doi.org/10.3102/0013189X231175148

Little, M., & Gragson, A. (2023, April 25). Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School. EDUCATIONAL POLICY. https://doi.org/10.1177/08959048231167169

Mayhew, M. J., Winkler, C. E., Rockenbach, A. N., & Bowling, R. L. (2023, April 22). You Don't Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College. JOURNAL OF HIGHER EDUCATION. https://doi.org/10.1080/00221546.2023.2171207

Gottfried, M., Little, M., & Ansari, A. (2023, March 8). Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills? EARLY EDUCATION AND DEVELOPMENT. https://doi.org/10.1080/10409289.2023.2172674

Dahl, L. S. S., Staples, B. A., Mayhew, M. J. J., & Rockenbach, A. N. N. (2023, February 1). Meeting Students Where They Are: Using Rasch Modeling for Improving the Measurement of Active Research in Higher Education. INNOVATIVE HIGHER EDUCATION. https://doi.org/10.1007/s10755-022-09643-4

Little, M., & Gragson, A. (2023). State leaders in early childhood education: Perspectives on instructional policy supports and alignment. EARLY CHILDHOOD RESEARCH QUARTERLY, 63, 288–298. https://doi.org/10.1016/j.ecresq.2022.12.016

Bratsch-Hines, M., Cohen-Vogel, L., Little, M., Lindsay, C. A., & Carr, R. (2023). Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes. EARLY CHILDHOOD RESEARCH QUARTERLY, 63, 145–155. https://doi.org/10.1016/j.ecresq.2022.12.004

Hoggan, C., & Hoggan-Kloubert, T. (2023, January 4). Critiques and evolutions of transformative learning theory. INTERNATIONAL JOURNAL OF LIFELONG EDUCATION, Vol. 1. https://doi.org/10.1080/02601370.2022.2164434

Hoggan-Kloubert, T., & Hoggan, C. (2023). Post-Truth as an Epistemic Crisis: The Need for Rationality, Autonomy, and Pluralism. Adult Education Quarterly. https://doi.org/10.1177/07417136221080424