Submissions from 2020
Leading from the Margins: The Educational Leadership Experiences of Jesuit Directors of Mission High Schools in the Philippines and the Implications for the Leadership Formation of Filipino Jesuits, Guillrey Anthony M. Andal S.J.
A Case Study of Equity and Student Experience in a California Community College, Agyeman Siriboe Boateng
Racial Profiling in Education: A Study of Teacher Perceptions of Students in Special Education, Cairen D. Ireland
The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities, Allegra Johnson
South Asian Americans’ Identity Journeys to Becoming Critically Conscious Educators, Radhika Khandelwal
Straight from the Source: Black College Presidents Tell Their Stories, Steven Purcell
Submissions from 2019
Culturally Responsive School Leadership in Catholic Education: Practices to Improve Tuition Assistance and Community Outreach for Latino Families, Michel-Anthony Castillo
Examining the Relationship between Educational Technology and Morality: A Case Study of an American Catholic Middle School, Joe Daccache
Impact, Implementation, and Insights of Peace Education: A Case Study of the M.A. in Peace Studies and Conflict Transformation Program at the University of Rwanda, Sarah M. Doerrer
We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools, Tina B. Evans
Talking about whiteness: The Stories of Novice white Female Educators, Stephanie Goodman
Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment, Krystal Huff
Critical Bicultural Masculinities: Reframing Community College Success Among Latino Immigrant Male Students, Rene Lozano Esquivel
Addressing Teacher Shortage: A Historical Policy Study on Teacher Credentialing in California, Liza Moritz Mastrippolito
Exploring the Experiences of Black Teachers with School Administrators in Los Angeles County, Geneva D. Matthews
Self-Efficacy and STEM Career Interest in Black and Latino Middle School Students: A Study on the Next Generation Science Standards, Whitney McCormick
An Effective High School Inquiry-Based Physics First Curriculum: Student and Alumni Perceptions, Fawzia Bibi Qazi
Creating Creators Cinema Project: Transforming Lives through the Arts, Christian Quintero
Toward a Unified Computer Learning Theory: Critical Techno Constructivism, Bryan Philip Sanders
Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators, Seyedeh Zahra Agha Seyed Yousef
African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City, Kevin William Smith Jr.
Pastoral Care, Mission, Tradition and Community: Alumnae Perceptions of a Catholic Female Single-sex High School, Samuel Torres
Beyond Colonizing Epistemicides: Toward a Decolonizing Framework for Indigenous Education, Samuel B. Torres
Transformative School-Community-Based Restorative Justice: An Inquiry into Practitioners' Experiences, Ariane White
Submissions from 2018
Teachers’ Knowledge, Perceptions and Practices Regarding Academic Literacy Development of Long-Term English Learners, Daniel William Alamo
Art Museums and Latino English Learners: Teaching Artists in the K-8 Classroom, Veronica Alvarez
Transformative Youth Organizing: A Decolonizing Social Movement Framework, Emily Estioco Bautista
The Intersection of Ethnic Studies and Public Policy: A Study of California High School Board Members' Perspectives, Russell Castañeda Calleros
Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers, Nadia Despenza
Closing the Gap of the Educational Needs of Homeless Youth: A Case Study of a Mobile School and Youth Learning Center in Los Angeles, Tiffany G. Edwards
Transformative Urban Education Leaders in Los Angeles, Sarah Figueroa
En Busca de un Futuro Mejor [In Search of a Better Future]: Understanding Charter School Selection by Immigrant Latina/o Families, Carlos Alberto Garcia
Writing Ourselves Into Existence: A Spoken Word Artist’s Autoethnography of a Liberatory Hip-Hop Pedagogy, Kahlil Almustafa Gasper
Hablando de la herida: Honoring Spanish-Speaking Parents’ Experiences Obtaining School-Based Speech and Language Services for Their Children, Amalia W. Hernández
Social Justice and the Superintendency: A Study of Eight Los Angeles County Superintendents, Matthew Hill
Navigating the Sexual Politics on the High School Campus: Testimonios of Young Chicana/Latinas, Mayra Alejandra Lara
"Nevertheless, She Persisted": The Challenges and Opportunities Experienced by Novice Female Charter School Principals, Heather McManus
Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color, Yadira Moreno
A Critical Interrogation of the Mind, Brain, and Education Movement: Toward a Social Justice Paradigm, Bibinaz Pirayesh
The Politics of Ethnic Studies, Cultural Centers, and Student Activism: The Voices of Black Women at the Academic Borderlands, Frederick Smith
A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach, Patricia Linn Williams
Global Education: Assets and Challenges for Global Competency in Catholic Schools, Beate Winkler Nguyen
Submissions from 2017
Transformative Community School Practices and Impacts: A Tale of Two Community Schools, Aixle D. Aman
Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade, Maria Dulce Silva Andrade Johnson
Ball is Life: Black Male Student-Athletes Narrate Their Division I Experiences, Eno Attah Meekins
Forming and Supporting Lay Catholic Elementary School Principals as Spiritual Leaders, Erin C.O. Barisano
Using Assessment Data for Informed Decision-Making in Catholic High Schools, David Chambers
The Schooling Experiences of African American Males Attending Predominately White Independent Schools, Dana Adams Coleman
It All Adds Up: Professional Development, Content Knowledge, and Self-Efficacy in Middle School Math Teachers, Wendy Creek
Universal Design for Learning: A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students, Diana Fogarty
The Power of Empathy: A Critical Narrative Inquiry of Cultural Competencies in New Teachers, Marcus K. Hughes, Sr.
A Critical Analysis of Sexuality Education in the United States: Toward an Inclusive Curriculum for Social Justice, Tiffani Kocsis
Principals as Partners in Change: Insights on Common Core State Standards Implementation, Brian Lucas
"When Do We Play?": Administrator, Teacher, and Parent Perceptions of Play in a Catholic Kindergarten Classroom, Aimée Eva Ramirez
An Emancipatory Pedagogy of Jesus Christ: Toward a Decolonizing Epistemology of Education and Theology, Terrelle Billy Sales
Superintendent Turnover in Guam, Alvin Sanga
Lived History of a Transformative Leader with a Disability: An Evocative Autoethnography for Social Justice, Sofia Vergara
Submissions from 2016
Unburying the Mirror: An Autoethnography of a Latino Teacher Who Left the Classroom, Arturo Rafael Acevedo-Febles
Teacher Professional Capital: The Relationship between Principal Practice and Teacher Job Satisfaction, Christine Annette Burke Adams
Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program, Rebecca Alber
Opening the Gates of a GATE Program: A Mixed Methods Study of Recruitment Processes and Retention Practices in One Multicultural Middle School, Marie Lynette Aldapa
Contributions of the Jesuits to Human Rights in Mexico: A Case Study of Center Miguel Agustin Pro Juarez, Luis Arriaga Valenzuela
Access, Technology, and Parental Involvement: A Case Study on a West Los Angeles Charter School, Tanisha M. Barnett
Esteemicide: Countering the Legacy of Self-Esteem in Education, Kenzo Bergeron
The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy, Tanya Margarita DeLeon
Online Professional Development: Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School, Jose Carlo De Vera
Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy, Kortney Hernandez
Teacher Perceptions of School Discipline: A Critical Interrogation of a Merit and Demerit System, Evelyn Licea
The Absence of Aspiration in the Era of Accountability, Mary R. Martinez
African American Parental Engagement in a Public Middle School: Contributing Factors, Laura J. McGowan-Robinson
Effective Instruction in the Blended Learning Classroom, Stepan Mekhitarian
Latino and Latina Urban Elementary Principals’ Entry into Educational Administration, José Montaño
Exploring Latinidad: Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School, Candy Navarro
Towards a Community College Pin@y Praxis: Creating an Inclusive Cultural Space, Atheneus C. Ocampo
Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School, Alyce H. Prentice
Submissions from 2015
Situated Learning and Latino Male Gang Members at Homeboy Industries, Mauricio Arocha
Beyond Recidivism: Learning with Formerly Incarcerated Men About Youth Incarceration, Scott Patrick Bastian
An Examination of Catholic School Teachers’ Perceptions and Legal Understanding of Cyberbullying, Mary Beth Boyer
Critical Hip-hop Graffiti Pedagogy in a Primary School, Wade E. Brown
Intergroup Relations in Inclusive Classrooms: The Development and Validation of the Intergroup Relations Classroom Environment Scale (IRCES), Matthew P. Cunningham
Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners, Rosa I. Isiah
The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School, Corena Marasco
Children are the Messengers: A Case Study of Academic Success Through the Voices of High-Achieving Low-Income Elementary Students, Stephen Howard McCray
Relational Aggression, Middle School Girls, and the Development of Critical Consciousness, Casey Quirarte
Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals, Patricia Ray
An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical Outputs, Neeraj Raj Satyal
Silencing the Critics: A Conceptual Framework in Teacher Preparation for Social Justice, Allison P. Schildts
Teacher Alienation: Reconceptualizing the Educational Work Environment, Jesse Robert Soza
Dreams Deferred: A Critical Narrative Analysis of African American Males in Pursuit of Higher Education, Martinique Starnes
Sacred Spaces: A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen, Michelle Flowers Taylor
Media Literacy and the Common Good: A Link to Catholic Social Teaching, Maria Rosalia Tenorio de Azevedo
Submissions from 2014
Breaking the “At Risk” Code: Deconstructing the Myth and the Label, Kara Christine Allen