The purpose of this study was to explore how special and general education teachers in New Jersey struggle to implement social skills instruction to students with moderate to severe autism spectrum disorder (ASD). The problem addressed in this study was that K-12 teachers in New Jersey are challenged to implement instructional strategies to…

With the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004, students with disabilities are expected to be educated in the least restrictive environment to the greatest extent possible. Through the practice of inclusive education, students with disabilities who are classified and possess IEPs can be…

The recollections of sixteen African American administrators who were some of the first hired in de/segregated school districts in the North are analyzed in order to understand their work lives and experiences in district processes. Findings are analyzed through the lens of workforce diversity perspectives. Five themes emerged from the data…

The purpose of this correlational, quantitative research study was to examine the extent to which relationships exist between distributed leadership, school culture, and the self-efficacy of teachers within public middle schools in central New Jersey. This study was informed by Spillane's and Elmore's theoretical frameworks concerning distributed…

In recent years, schools across the United States (U.S.) have allocated large amounts of state and federal level money towards instructional coaching with the hope that instructional coaching will lead to teacher improvement and ultimately increased student learning. This qualitative case study examined how the principal at one New Jersey public…

Freedom of expression is imperiled on today's college campuses. Citizens and educators alike are concerned about the number of shout-downs and disinvitations and their silencing effect on intellectual diversity. The use of speech codes, "safe spaces," new rules demanding "trigger warnings," and condemning…

Headship transitions in U.S. independent schools represent critical organizational events that affect multiple school constituencies, including faculty, staff, and students. With recent projections forecasting a high level of impending headship transitions in independent schools, this paper seeks to capture how second-year U.S. independent school…

As the achievement gap widens, it is even more critical than ever to examine factors that may influence the closing of that chasm. Principal leadership is one such component that needs further study. The purpose of this quantitative study was to examine which leadership styles principals employ in traditional public schools in the State of New…

Recent and established research continues to demonstrate the need for school leaders to adapt their leadership practices to reflect the increasing demands associated with their role. This is particularly true for principals of large middle schools. Through the implementation of a distributive leadership framework, a principal can share…

For much of the last two decades, beginning with the passage of No Child Left Behind (NCLB) in 2002, the top political leaders have shown concern about children stuck in failing public schools. NCLB required districts to do something -- not enough, but something -- about those schools. Millions of children still languish in low-performing schools,…

The most prevalent model of Catholic schools has always been and remains the parish elementary school. Catholic schools are not simply private schools but a faith based arm of a larger parish. The interconnected leadership of schools by pastors and principals is at the core of understanding the model and inseparable in long-term viability. The…

The Citywide Education Progress Reports evaluate how a city is doing across three goals: (1) The education system should be continuously improving; (2) All students should have access to a high-quality education; and (3) The education strategy should be rooted in the community. Across each goal, indicators are presented of system reforms and…

School violence, an issue documented across the United States, has put a focus on school emergency preparedness for school principals. Therefore, the purpose of this study was to understand the school principal's level of emergency preparedness in New Jersey public schools and how the confidence and behavior of principals affect emergency…

A structured framework and attributes indicative for educators to work together collaboratively in learning communities are best practices in teaching. Principals in New Jersey face a state mandate to facilitate professional development using the school-based learning-communities process which is examined in this study. The focus of the research…

Federal stimulus funding expired in 2011-12. NCLB performance mandates approached the 2013-14 deadline. The ESEA waiver became an option with first year of implementation, 2012-13. This convergence of forces and timeline provided the opportunity for this study. The study sought to explore whether or not superintendents from Connecticut,…