Submissions from 2025
Parents’ perceptions of outcomes of a college program for students with intellectual disabilities: Beyond the classroom, Gavin W. Watts, Mariya T. Davis, Eric J. Lopez, and Megan A. Reynolds
Submissions from 2024
Preparing Students with Intellectual Disability for Science, Technology, Engineering, and Math Careers, Yewon Lee, Mariya T. Davis, Eric J. Lopez, Gulnoza Yakubova, and Ingrid Cumming
Submissions from 2022
Pay It Forward: Realizing The Promise of OER for the Next Generation of Learners, Kimberly S. Grotewold, Karen Kohler, and Elisabeth M. Krimbill
Turnover Contagion: Trust and the Compounding Impact of Turnover on Teachers, Matthew S. McCluskey
Submissions from 2021
Cinder and Soul: The Biography of a Historically Significant African American School in Dallas, Texas, Vicki G. Mokuria and Diana Wandix-White
Submissions from 2020
University-based Teacher Residencies in Texas: Advanced Clinical Training for Preservice Candidates, Val Hill-Jackson, Diana Wandix-White, and Taylor Gilley
Care and Value-Creating Education Put into Action in Brazil: A Narrative Inquiry, Vicki G. Mokuria and Diana Wandix-White
Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices, Diana Wandix-White
Submissions from 2019
Organizational Citizenship and Teacher Evaluation: Using the T-TESS to Promote OCB and Improve Student Outcomes, Elisabeth M. Krimbill, Donald E. Goess, and Patricia V. Escobedo
Submissions from 2008
La Reina de la Casa Quiere Democracia: Latina Executive Leaders and the Intersection of Home and the Workforce, Elizabeth Murakami Ramalho