The Journal of Ethical Educational Leadership archives each published manuscript independently, by number. The year of publication determines the Volume Number.
Vol.6, No.1: Johnson, J.N., Moore, G.W., Slate, J.R., & Martinez-Garcia, C. (2019). College readiness of black and white students in reading, mathematics, and both subjects: A Texas, multiyear investigation.
Vol.6, No.2: Hewitt, C. D. & Earthman, G.I. (2019). An analytic synthesis of research studies dealing with the relationship between school building condition and student academic achievement.
Vol.6,No.3: Kemman, H. & Clayton, J. (2019). The conceptions and practices secondary principals use to promote and maintain ethical relationships.
Vol.6, No.4: White, J.W., Slate, J.R., Moore, G.W., Lunenburg, F.C. (2019). Inequities in the number of days assigned to an exclusionary discipline consequence as a function of the ethnicity / race of Texas middle school girls: A multiyear, statewide investigation.
Vol.5, No.1: Ambrose, A.R., Moore, G.W., Slate, J.R., Martinez-Garcia, C. (2018). Differences in general education development recipient rates as a function of high school size for students of poverty: A Texas multiyear, statewide study.
Vol.5, No.2: Escalante, M. L., Slate, J.R., Moore, G.W., Martinez-Garcia, C. (2018). Differences in reading achievement between charter and traditional elementary schools.
Vol.5, No.3: Olson, C. & Eadens, D. W. (2018). Broader thinking in educational leadership decisions.
Vol.5, No.4: Steele-Treat, F. & Krumm, B. (2018). Changing of the guard: Principal experience of succession.
Vol.5, No 5: Williams, Y. (2018). Constructing an equitable framework for the common core state standards for exceptional students: The IDEA of culturally responsive instructional and school leadership.
Vol.4, No.1: Wilson, R., Moore, G.W., Bustamante, R., & Slate, J.R. (2017): Differences in disciplinary consequence assignment as a function of grade span configuration by student economic status.
Vol.4, No.2: Laury, D.J. (2017). Applying retention theories to student-faculty interactions.
Vol.4, No.3: Earthman, G.I. (2017). The relationship between school building condition and student achievement: A critical examination of the literature.
Vol.4, No.4: Tiger, K.N. & Slate, J.R. (2017). Differences in discipline consequences as a function of economic status by gender.
Vol.4, No.5: Foster, M.D., Young, J.R., & Young, J.L. (2017). Teacher perceptions of parental involvement and the achievement of diverse learners: A meta-analysis.
Vol.4, No.6: Laury, D.J. & Burns, A.P. (2017). Doctoral-granting universities: Recommendations for University of Texas at Austin’s Fisher v. UT Austin affirmative action case.
Vol.4, No.7: Allen, J.G. & Thessin, R.A. (2017). The extent to which the school leader makes efforts to close black male achievement gaps that promote reconciliation of value differences within the school organization.
Vol.3, No.1: Haylett, C. (2016). For-profit higher education – does it ultimately benefit the United States government?
Vol.3, No.2: Henkel, B.L., Slate, J.R., & Martinez-Garcia, C. (2016). Out-of-school suspension and differences in reading and mathematics achievement by gender and ethnicity/race.
Vol.3, No.3: Mertler, C.A. (2016). Leading and facilitating educational change through action research learning communities.
Vol.3, No.4: Moses, A. (2016). Book Review: Leading with integrity: Reflections on legal, moral and ethical issues in school administration, by. C.G. Oliver, Jr.
Vol.3, No.5: Tandy, J.A., Whitford, D.K., & Hirth, M.A. (2016). A review of special education teacher (set) evaluation practices.
Vol.3, No.6: Hoisington, S.R., Slate, J.R., Martinez-Garcia, C., & Barnes, W. (2016). The 65% instructional expenditure ratio: Historical keystones and current status.
Vol.3, No.7: Tran, H. (2016). Understanding efficiency and the teacher quality movement through the lens of institutional theory.
Vol.3, No.8: Lyons, L., Jean-Sigur, R., & Bell, D. (2016). Addressing the needs and challenges of high quality child care services on university campuses: One institution’s collaborative approach.
Vol.3, No.9: Hodge, M. & Welch, J. (2016): An implementation perspective: Relevant lessons from no child left behind (NCLB) for the implementation of the every student succeeds act (ESSA).
Vol.3, No.10: Rizk, A. (2016). Central perspectives of the school-based reform program in Egypt: An evaluative study.
Vol.2, No.1: Anderson, D., Lubig, J., & Mathys, H. (2015). All other things being equal: Michigan principals’ hiring preferences.
Vol.2, No.2: Khan, M.Q., Slate, J.R., Martinez-Garcia, C., & Moore, G.W. (2015). Differences in teacher gender in Texas teacher workforce as a function of school level.
Vol.2, No.3: Martinez-Hicks, L., Clayton, J.K., & Howard, L. (2015). An exploration of how elementary school principals approach the student retention decision process.
Vol.2, No.4: Bhattarai, P.C. (2015). The ethics of educational administrators: Are they uniform or contextual?
Vol.2,No.5: Lopez, N.C. (2015). How the hegemonic structure of school discipline supplies the school to-prison pipeline.
Vol.2, No.6: Myers, E.L. & Di Blasi, M. (2015). Special education policy & practice: A modeled response to the literature on inclusion in secondary schools.
Vol.1, No.1: Williams, Y. (2014). Culturally competent common core: The newest deal
Vol.1, No.2: Wang, T. & Kensler, L.A. (2014). School principals’ behavioral intentions of sustainability: A qualitative study in China
Vol.1, No.3: Chandler, J., Slate, J.R., Moore, G. W., & Barnes, W. (2014). College readiness for students with special learning needs: A critical analysis of the literature
Vol.1, No.4: Irby, B.J. & Lunenburg, F.C. (2014). Promoting ethical behavior for school administrators
Vol.1, No.5: Fowler, J.C., Combs, J.P., Slate, J.R., & Moore, G.W. (2014). Advanced coursework completion rates by ethnicity in Texas: A multi-year statewide study
Vol.1, No.6: Jones, M.C., Slate, J.R., & Martinez-Garcia, C. (2014). Discipline inequities between white and Hispanic middle school students: An analysis of the research literature
Vol.1, No.7: Wilson, B.R. & Wells, D. (2014). Developing leadership capacity to improve student learning
Vol.1, No.8: Ruich, C.T. & Taylor, J.L. (2014). Demographic shifts in Arizona suburban elementary schools and principals’ social justice leadership
Vol.1, No.9: Zambo, D. & Riskus, A.M. (2009): Three years out and eight thousand miles away: How action research and support developed a scholarly and influential practitioner
Vol.1, No.10: Jones, C.M., Thessin, R.A., & Clayton, J.K. (2014). The culture of one school sustaining the work of continuous improvement through professional learning communities
Vol.1, No.11: Swindlehurst, K.A., Shepherd, K., & Salembier, G. (2014). Promises and challenges of schoolwide implementation of response to instruction (RtI): Principals’ perspectives
Vol.1, No.12: Özaslan, G. (2014): Deans’ perceptions of upward dissent messages from their underlings
Vol.1, No.13: Harrell, J.B. & Watson, T.N. (2014). Instructional coaching: A model for professional development in the common core era