Lifelong Education Administration and Policy

Educational Administration and Policy

Recent Administration and Policy Publications of the Faculty

Bryan, L., & Recesso, A. (2006). Promoting reflection with a web−based video analysis tool. Journal of Computing in Teacher Education, 23(1).

Calabrese, R., & Zepeda, S. J. (1999). Decision making assessment: Improving principal performance. International Journal of Educational Management, 14(6), 14-22.

Creasap, S., Peters, A., Uline, C., & Hoffman, D., (2005). The effects of sustained reflection on educational leadership practice: Mentoring and portfolio writing as a means to transformative learning for early career principals. The Journal of School Leadership, 15(4), 352-386.

Dayton, J., & Shoho, A. (2006). When bad departments happen to good people. Journal of Cases in Educational Leadership, 9, 64-73.

Dayton, J., & Dupre, A. (2006). The spirit of Serrano, past, present, and future, Journal of Education Finance, 32, 22-35.

Dayton, J., Dupre, A., & Kiracofe, C. (2006). Protecting children from the dark side of the internet, Education Law Reporter, 212, 553-574.
Dayton, J., & Dupre, A. (2005). School funding litigation: Who’s winning the War? Vanderbilt Law Review, 57, 2351-2413.

Dayton, J., & Dupre, A. (2005). Grades: Achievement, Attendance, or Attitude. Education Law Reporter, 199, 569-592.

Dayton, J., Dupre, A., & Kiracofe, C. (2004). Education finance litigation: A review of recent state high court decisions and their likely impact on future litigation. Education Law Reporter, 186, 1-14.

Dayton, J. (2003). Rural children, rural schools, and public school funding litigation: A real problem in search of a real solution. Nebraska Law Review, 82, 99-132

Dayton, J. (2003). Rural school funding litigation: A review of recent cases, judicial-legislative interactions, and emerging trends. Journal of Education Finance, 29, 157-184.

Dayton, J., & Kiracofe, C. (2003). Public school funding litigation: Recent events and future directions. School Business Affairs, 69, 11-16.

Dayton, J. (2002). Special education discipline law. Education Law Reporter, 163, 17 35.

Dayton, J. (2002). Free speech and the internet: Protecting both children and individual rights. Thresholds in Education, XXVIII, 13-23.

Dayton, J. (2002). Three decades of school funding litigation: Has it been worth it and when will it end? School Business Affairs, 68, 7-11.

Dayton, J. (2001). Serrano and its progeny: An analysis of 30 years of school funding litigation. Education Law Reporter, 157, 447-464.

Dayton, J. (1999). An analysis of judicial opinions concerning the legal status of racial diversity programs in educational institutions. Education Law Reporter, 133, 297-321.

Dayton, J. (1999). Rural school funding inequities: An analysis of legal, political and fiscal issues. Journal of Research in Rural Education, 14, 142-148.

Dayton, J. (1998). An Examination of Judicial Treatment of Rural Schools in Public school funding equity litigation. Journal of Education Finance, 24, 179-205.

DeBray-Pelot, E. (2007). School choice and educational privatization initiatives in the 106th and 107th Congresses: An analysis of policy formation and political ideologies. Teachers College Record, 109(4), 927-972.

DeBray-Pelot, E. (2006). School choice and educational privatization initiatives in the 106th and 107th Congresses: An analysis of policy formation and political ideologies. Available on-line, www.tcrecord.org

DeBray, E. (2005). Partisanship and ideology in the ESEA reauthorization in the 106th and 107th Congresses: Foundations for the new landscape of federal education policy. Review of Research in Education, 29, 29-50.

DeBray, E. (2005). A comprehensive high school and a shift in New York state policy: A study of early implementation. The High School Journal 89(1):18-45.

DeBray, E., McDermott, K., & Wohlstetter, P. (2005). Introduction to special issue on ‘Federalism reconsidered: The case of No Child Left Behind.’ Peabody Journal of Education, 80(2), 1-18.

DeBray, E. (2005). The No Child Left Behind transfer policy and court-ordered desegregation: The case of Pinellas County, Florida. Peabody Journal of Education, 80(2), 171-189.

DeBray, E. (2004). `The equitable powers of the judge:’ The conflict between No Child Left Behind and court-ordered desegregation in Richmond County, Georgia. Equity and Excellence in Education, 37(3), 264-277.

DeBray, E. (2004). Richard Mills and the New York State Board of Regents, 1995-2001. Journal of Cases in Educational Leadership,7(2). Available on the web: www.ucea.org
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DeBray, E. (2003). The federal role in school accountability: Assessing recent history and the new law. Voices in Urban Education 1(1), 56-64.

DeBray, E. (2003). Federal educational activities: History, The Encyclopedia of Education (2nd edition). In J. Guthrie (Ed.). New York: MacMillan and Co.

DeBray, E., Parson, G., & Woodworth, K. (2001). Patterns of response in four high schools under state accountability policies in Vermont and New York. In From Capitol to the Classroom: Standards-Based Reform in the States, Annual Yearbook of the National Society for the Study of Education, vol. 2, Susan H. Fuhrman (Ed.). Chicago, IL: University of Chicago Press, 170-192.

DeBray, E. (1999). Beyond compensation: Rethinking Title I based on research, Hard Work for Good Schools: Facts Not Fads in Title I Reform. In G. Orfield, and E. DeBray (Eds.). Cambridge, MA: The Civil Rights Project, Harvard University, 21-30.

Eady, C., & Zepeda, S.J. (2007). Evaluation, supervision, and staff development under mandated reform: The perceptions and practices of rural middle school principals. The Rural Educator, 28(2), 1-27.

Glickman, C.D., (2006). Educational leadership: Failure to use our imagination. Kappan. 87(9), 689-690.

Jenkins, J. K., & Dayton, J. (2002). Students, weapons, and due process: An analysis of zero tolerance policies in public schools. Education Law Reporter, 171, 13-35.

Mayers, R. S., & Zepeda, S. J. (2002). High school department chairs: Role ambiguity and conflict during change. National Association of Secondary School Principals Bulletin, 86(632).

Peters, A. (2003). Making the academy a home for the brave. In A. Green & L. Scott (Eds). Academics in Black: African American Doctoral Students Speak on Higher Education. Sterling, VA: Stylus Publishing, LLC.

Ponticell, J.A., & Zepeda, S.J. (2007). Challenges to altruism: What do the voices of award-winning teachers tell us? National Journal of Urban Education and Practice (1)1, 58-78.

Ponticell, J.A., & Zepeda, S.J. (2004) Confronting well-learned lessons in supervision and evaluation. NASSP The Bulletin, 88(639), 43-59.

Purcell, L., & Zepeda, S.J. (2004).Factors that lead to job satisfaction and dissatisfactionof county extension agents in Georgia. In Feature View of News and Views in the National Association of Extension 4H Agents Publication available at http://newsandviews.nae4ha.org/article.aspx?id=31ea2aa9-c17d-488a-9152-181bfc06d93c

Recesso, A.(1999). First year implementation of the school to work opportunities act policy: An effort at backward mapping. Education Policy Analysis Archives, 7(11), Retrieved September 1, 2006 from http://epaa.asu.edu/epaa/v7n11.html

Rolle, R.A., & Houck, E.A. (2004). Introduction to the Peabody Journal of Education’s Special Issue on the Future of School Finance Research Peabody Journal of Education, 79(3), 1-6.

Rolle, R.A., Hessling, P.A., & Houck, E.A. (2003). Where do we go from here: A discussion of education funding in the Midwestern United States, 1991-2001. School Business Affairs, 69(5), 19-21.

Sielke, C.C. (2004). Rural factors in state funding systems. Journal of Education Finance, 29(3), 223-236.

Sielke, C. C., Dayton, J., Holmes, C. T., & Jefferson, A. (Eds.) (2001). Public school finance programs of the United States and Canada: 1998-1999. Washington, DC: United States Department of Education, National Center for Education Statistics. (NCES 2001-309). Available on CD-ROM.

Sielke, C. C., & Holmes, C. T. (2001). Highlights of the American Education Finance Association's Public School Finance Programs of the United States and Canada, 1998-1999. Washington, DC: American Federation of Teachers. Also available at http://www.aefa.cc/ .

Sielke, C. C. (2001). Funding school infrastructure needs across the states. Journal of Education Finance, 27(2), 653-662.

Sielke, C. C., & Russo, C. J. (1999). Special education funding in Michigan: Robbing Peter to pay Paul. The Journal of Education Finance, 25(1) 81-96.

Skidmore, M. (2004), So you want to become a superintendent–points to ponder, FALA Communicator. Fall, 7-8.

Skidmore, M. (2004). A sense of purpose. American School Board Journal, 191(11), 37-38.

Skidmore, M. (2001). Recruiting more and better teachers with incentives. School Business Affairs, 67(10), 6-10.

Springer, M.G., Houck, E.A., Ceperly, P.E., & Hange, J. (2007). Revenue generation and resource allocation and deployment practices in smaller learning communities: Lessons learned from three high schools. Journal of Education Finance, 32(4), 462-488.

Wraga, W. G. (2006). Curriculum theory and development and public policy making. Journal of Curriculum and Pedagogy 3(1), 83-87.

Wraga, W. G. (2006). Progressive pioneer: Alexander James Inglis (1879-1924) and American secondary education. Teachers College Record, 108(6), 1080-1105.

Wraga, W. G. (2006). The heightened significance of Brown v. Board of Education in our time. Phi Delta Kappan, 87(6), 424-428.

Wraga, W.G. (2004). Making educational leadership ‘educational.’ Journal of School Leadership, 14(1), 105-121.

Wraga, W.G. (2003-04, December-January). The posthumous redaction of a progressive classicist. The Classical Journal, 99(2), 169-175.

Wraga, W.G. (2003). The progressive classicism of Alexander James Inglis. The Classical Journal, 99(1), 59-69.

Wraga, W.G., & Hlebowitsh, P.S. (2003). Conversation, collaboration, and community in the US curriculum field. Journal of Curriculum Studies, 35(4), 453-457.

Wraga, W.G., & Hlebowitsh, P.S. (2003). Toward a renaissance in curriculum theory and development in the United States. Journal of Curriculum Studies, 35(4), 425-437.

Wraga, W.G. (2002). Recovering curriculum practice: Continuing the conversation. Educational Researcher, 31(6), 17-19.

Wraga, W.G. (2002). Renewing the comprehensive high school. Principal Leadership, 2(8), 33-37. Selected for condensation as Wraga, W.G. (2002). Renewing comprehensive high schools for student unity. The Education Digest, 68(1), 20-24.

Wraga, W. G. (2001). Left out: The villainization of progressive education in the United States [Essay review of Left back: A century of failed school reforms by Diane Ravitch]. Educational Researcher, 30(7), 34-39.

Wraga, W. G. (1999). The educational and political implications of curriculum alignment and standards-based reform. Journal of Curriculum and Supervision, 15(1), 4-25.

Wraga, W. G. (1999). The progressive vision of general education and the common school ideal: Implications for curriculum policy, practice, and theory. Journal of Curriculum Studies, 31(5), 523-544.

Wraga, W. G. (1999). Repudiation, reinvention, and educational reform: The comprehensive high school in historical perspective. Educational Administration Quarterly, 35(2), 292-304.

Wraga, W. G. (1998). The school-to-work movement in the United States: Policies, problems, and possibilities. The Curriculum Journal, 9(2), 177-195. (United Kingdom)

Zepeda, S.J., & Mayers, R.S. (2006). An analysis of research about block scheduling. Review of Educational Research. 76(1), 137-170.

Zepeda, S.J. (2006). High stakes supervision: We must do more. The International Journal of Leadership in Education, 9(1), 61-73.

Zepeda, S.J. (2006). Cognitive dissonance, supervision, and administrative team conflict. The International Journal of Educational Management, 20(3), 224-233.

Zepeda, S.J. (2004).Introduction to the Special Issue on Instructional Supervision. The NASSP Bulletin, 88(639), 1-2.

Zepeda, S.J. (2004). Leadership to build learning communities. The Educational Forum, 62(2), 144-151.

Zepeda, S. J. (2002). Linking portfolio development to clinical supervision: A case study. The Journal of Curriculum and Supervision, 18(1), 83-102.

Zepeda, S. J., & Mayers, R. S. (2002). A case study of leadership in the middle grades: The work of the instructional lead teacher. Research in Middle Level Education Quarterly, 25 (1), 1-15.

Zepeda, S. J. (2001). At odds: Can supervision and evaluation co-exist? The Journal of Cases in Educational Leadership: University Council of Educational Administration, 4 (1), 1-13.

Zepeda, S. J. (2000). Supervisory practices: Building a constructivist learning community for adults. In J. Glanz & L. Horenstein (Eds.), Paradigm debates in curriculum and supervision: Modern and postmodern perspectives (pp. 93-107). New York: Greenwood.

Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purposes: What do teachers need, want, and get from supervision? Journal of Curriculum and Supervision, 14 (1), 68-87.

Looking Beyond the Bell

The Heightened Significance of Brown v. Board of Education in Our Time