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Community Engaged Leadership for Social Justice: A Critical Approach in Urban Schools

DeMatthews, David E.

1st, 2018

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Exploring the Principal’s Role in Cross-Sector Partnerships: Sensemaking and Politics in a High-Performing Early College High School

AERA open, 2023-01, Vol.9

2023

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The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

Education policy analysis archives, 2019-01, Vol.27 (2), p.2

2019

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Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Educational administration quarterly, 2021-02, Vol.57 (1), p.3-48

2021

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Failure is not final: principals’ perspectives on creating inclusive schools for students with disabilities

Journal of educational administration, 2021-07, Vol.59 (4), p.514-531

2021

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Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School

Urban education (Beverly Hills, Calif.), 2020-03, Vol.55 (3), p.362-393

2020

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The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition

Educational administration quarterly, 2022-02, Vol.58 (1), p.76-109

2022

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Knowing your audience: understanding urban superintendents' process of framing equitable change

Journal of educational administration, 2021-08, Vol.59 (5), p.582-597

2021

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Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

Journal of research on leadership education, 2020-12, Vol.15 (4), p.303-329

2020

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Principal Leadership for Inclusion: Supporting Positive Student Identity Development for Students with Disabilities

Journal of Research on Leadership Education, 2022-12, Vol.17 (4), p.315-332

2022

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Guilty as Charged? Principals’ Perspectives on Disciplinary Practices and the Racial Discipline Gap

Educational administration quarterly, 2017-10, Vol.53 (4), p.519-555

2017

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Novice Principal Burnout: Exploring Secondary Trauma, Working Conditions, and Coping Strategies in an Urban District

Leadership and policy in schools, 2023-01, Vol.22 (1), p.181-199

2023

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Do Good Principals Do Bad Things? Examining Bounds Of Ethical Behavior In The Context Of High-Stakes Accountability

Leadership and policy in schools, 2021-07, Vol.20 (3), p.335-354

2021

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How Can Principals Lead in the School Improvement Planning Process? Reducing Biases in Shared Decision Making

The Clearing house, 2023-03, Vol.96 (2), p.43-51

2023

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Social Justice Leadership and Family Engagement: A Successful Case From Ciudad Juárez, Mexico

Educational administration quarterly, 2016-12, Vol.52 (5), p.754-792

2016

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More than Meets the Eye: Rural Principal Turnover and Job-Embeddedness before and during the COVID-19 Pandemic

Leadership and policy in schools, 2023-10, Vol.22 (4), p.905-928

2023

Volltextzugriff (PDF)

Useful or Useless? Principal Perceptions of the Texas Principal Evaluation and Support System

Journal of research on leadership education, 2021-12, Vol.16 (4), p.279-304

2021

Volltextzugriff (PDF)

Leadership for Social Justice and Sustainability: A Historical Case Study of a High-Performing Dual Language School along the U.S.-Mexico Border

Journal of education for students placed at risk, 2020-04, Vol.25 (2), p.164-182

2020

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Principals and District Leaders Navigating the Marketplace: Lessons From Texas, New York, and Pennsylvania

Journal of school leadership, 2021-09, Vol.31 (5), p.373-395

2021

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Principal Burnout: How Urban School Leaders Experience Secondary Trauma on the U.S.-Mexico Border

Leadership and policy in schools, 2019-10, Vol.18 (4), p.681-700

2019

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Dual Language Education: Teaching and Leading in Two Languages

1st ed. 2019., 2019

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Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline

The Journal of cases in educational leadership, 2020-09, Vol.23 (3), p.48-62

2020

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Urban Principal Narratives on Including Black Boys with Emotional Disabilities

Journal of school leadership, 2018-05, Vol.28 (3), p.401-430

Dematthews, David E.

2018

Volltextzugriff (PDF)

Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

Journal of research on leadership education, 2020-06, Vol.15 (2), p.109-119

2020

Volltextzugriff (PDF)

The Racial Discipline Gap: Critically Examining Policy, Culture, and Leadership in a Struggling Urban District

The Journal of cases in educational leadership, 2016-06, Vol.19 (2), p.82-96

DeMatthews, David E.

2016

Volltextzugriff (PDF)

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Community Engaged Leadership for Social Justice: A Critical Approach in Urban Schools

Exploring the Principal’s Role in Cross-Sector Partnerships: Sensemaking and Politics in a High-Performing Early College High School

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Failure is not final: principals’ perspectives on creating inclusive schools for students with disabilities

Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School

The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition

Knowing your audience: understanding urban superintendents' process of framing equitable change

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

Principal Leadership for Inclusion: Supporting Positive Student Identity Development for Students with Disabilities

Guilty as Charged? Principals’ Perspectives on Disciplinary Practices and the Racial Discipline Gap

Novice Principal Burnout: Exploring Secondary Trauma, Working Conditions, and Coping Strategies in an Urban District

Do Good Principals Do Bad Things? Examining Bounds Of Ethical Behavior In The Context Of High-Stakes Accountability

How Can Principals Lead in the School Improvement Planning Process? Reducing Biases in Shared Decision Making

Social Justice Leadership and Family Engagement: A Successful Case From Ciudad Juárez, Mexico

More than Meets the Eye: Rural Principal Turnover and Job-Embeddedness before and during the COVID-19 Pandemic

Useful or Useless? Principal Perceptions of the Texas Principal Evaluation and Support System

Leadership for Social Justice and Sustainability: A Historical Case Study of a High-Performing Dual Language School along the U.S.-Mexico Border

Principals and District Leaders Navigating the Marketplace: Lessons From Texas, New York, and Pennsylvania

Principal Burnout: How Urban School Leaders Experience Secondary Trauma on the U.S.-Mexico Border

Dual Language Education: Teaching and Leading in Two Languages

Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline

Urban Principal Narratives on Including Black Boys with Emotional Disabilities

Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

The Racial Discipline Gap: Critically Examining Policy, Culture, and Leadership in a Struggling Urban District

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