Discipline disparities are driven by classroom teachers' decisions to refer a student for disciplinary action "and" by school administrators' decisions in response to those referrals (Amos, 2021). In this qualitative study, the researcher will explore educators' perceptions on the disparity in discipline referrals and evaluate…

Teachers assess the efficacy of their instructional decisions through the dynamic, complex practice of assessment, but the variety of assessment processes underlines the many facets of teachers' assessment competencies. The development of practical professional learning opportunities that consider the variety of assessment approaches used in K-12…

Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation…

Although evangelicals have long been skeptical about non-sectarian higher education, the current climate in the United States necessitates a fresh look at possible sources of their beliefs. This is relevant since many of the current culture wars center on education. For instance, book bans in Texas public schools, funded by evangelicals, take aim…

The purpose of this study was to provide recommendations to improve the practice of incorporating emotional intelligence instructional strategies at Marine Corps University (MCU) in Quantico, Virginia. The problem was that emotional intelligence needs to be consistently addressed in the curriculum at MCU since research and strategic guidance…

Performance-based accountability systems that rank schools based on their effectiveness produce 'winners' and 'losers'. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and…

With respect to framework presented in K. Shores and S. Loeb's article, I answer two questions: How well does the framework map onto a real-world situation marked by conflict over fair opportunity? What use might the framework be to decision makers? [For Kenneth Shores and Susanna Loeb's "Distributive Decisions in Education: Goals,…

Higher education institutions world-wide were impacted by the unprecedented novel coronavirus (COVID-19) beginning in early 2020. COVID-19 caused a disruption in services to students and resulted in pivots of teaching, learning, and student support. Community colleges differ from four-year counterparts through varying student demographics, funding…

This study analyzed the perceptions of teachers, school administrators, and division administrators pertaining to leadership and teacher participation in the instructional decision-making process. Prior to this study, how these perceptions could affect teachers' overall desire to continue to teach and perform their duties at a level evaluated as…

In this study, the authors sought to explore superintendents' understandings of the various influences on how their districts implemented a 100% virtual learning experience for students for the 2020-2021 academic year. Understanding these influences allowed the authors to develop a framework for leading redesigns of learning systems in long-term…

For many open-enrolled higher education institutions, including community colleges, enrollment is dropping each semester creating significant financial challenges. While much research literature focuses on four-year colleges, little is known about the students who seek to enroll at community colleges. What is known is often evaluated using college…

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that…

The COVID-19 pandemic challenged educational developers, like instructors across the world, to pivot their traditionally face-to-face faculty development programs to online formats. At the Stearns Center for Teaching and Learning at George Mason University (classified as research-intensive and the largest public institution in Virginia, U.S.), we…

Most school districts and charter schools are receiving significant, one-time revenues through the American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER III) grant program. The ESSER III Investment Decision Guide and its companion User and Resource Companion document (ED617068) are designed to guide decision makers…

In this article, Amanda Williford, Jason Downer, Kate Miller-Bains, Jenna Conway, and Lisa Howard tell us how a university research center, an early education advocacy group, and a state department of education joined forces in a research-practice partnership to develop and implement a more comprehensive assessment of young Virginia children's…