Distributed leadership practices were used by principals to engage teacher leaders in instructional leadership responsibilities to create an innovative learning culture in Title I elementary schools. It was not known how teachers described the influence of principal-distributed leadership practices on organizational learning and innovativeness in…

It is imperative to understand how teachers are prepared for their role as co-teacher. The purpose of this study was to investigate how general education and special education teachers in one elementary school in Georgia are trained in the instructional practice of co-teaching and their perceptions on how prepared they feel to implement the…

Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more…

There are many measures of student perceptions of school climate; accordingly, there is a staggering amount of research examining those perceptions and related outcomes. There is a comparatively small number of measures examining school personnel perceptions. Of those found, only some had evidence of measurement invariance/equivalence (MI/E). None…

There are challenges and opportunities when teaching in an integrated elementary and special education (ELEM/SPED) dual certification program. Infusing special education in general education courses and collaborating with general education colleagues to create a truly integrated program is imperative. In this article, we provide a case study of…

Currently, attacks on CRT and neoliberal legislation work to undermine public education and democracy in the United States. Divisive concepts legislation restricts what teachers say and do, acting as a counterwave to implementation of diversity, equity, and inclusion initiatives. In this article, a collective of educators with diverse identities…

With the passage of the Every Student Succeeds Act, states have increased latitude over school improvement and accountability policies. At the same time, school takeover via state-run turnaround districts has emerged as a prominent education reform. Although policies takeover influence how teachers are prepared, supported, and evaluated, little is…

No Child Left Behind (NCLB), Race to the Top (RT3) and the Every Student Succeeds Act (ESSA) have piled up federal mandates into a "perfect storm" for Georgia teachers. This study considers the impact of this storm through the eyes of 23 Georgia teachers. A tidal wave of federal mandates leaves teachers overwhelmed and skeptical about…

Although there has been an increase in research on support for campus carry laws, few studies have examined how these laws influence campus safety. Using longitudinal data from a university sample, this study compares measures of campus safety before and after the adoption of a campus carry law. We found statistically significant increases in…

This article resurrects the perspectives of Black educators using the Georgia Teachers Education Association (GTEA) as a case study to explore the issues these educators sought to have engaged by the nation and other public educational advocates during the desegregation period from 1968 to 1970. It utilizes an historical ethnographic lens applied…

States, programs, and schools have long focused on the inputs of teacher preparation--the rules for candidates and the preparation programs they attend--because inputs were thought to predict teacher effectiveness, and because they were often the best option available. But in the early 2000s, policymakers began trying to evaluate preparation…

The Common Core State Standards were implemented in the state of Georgia in the 2012/2013 school year replacing NCLB. Previous studies indicated that teachers and administrators viewed NCLB negatively, and the purpose of this study was to gauge teachers' perceptions of the new standards after they had been in effect for one and a half years.…

In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation's major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that…

The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from…

In the 12 years subsequent to the passing of No Child Left Behind (NCLB), the ensuing standards-based reforms (SBRs) have created multiple effects that have permeated every aspect of the educational process, and teachers have reported specific constraints being placed upon them as a result. Grounded in Eisner's (2002b) theory of aesthetic teaching…