The mission of the School of Educational Foundations, Leadership and Policy (EFLP) is to prepare educators to assume leadership roles in formulating and implementing administrative policy and improving practice at all levels of education and in agencies outside of formal educational settings.
BGSU is a proud member of the University Council for Educational Administration, a consortium of research universities committed to advancing the preparation and practice of educational leaders for the benefit of schools and children.
BGSU's EFLP programs are nationally recognized by the National Council for Accreditation of Teacher Education (NCATE).
Please note that the content of this page does not necessarily constitute a comprehensive list of all faculty publications produced by this department.
Submissions from 2020
Transitioning Smoothly to APA Seventh Edition: A Professional Paper Template and Quick-Reference for Recent Changes, Matthew Ryan Lavery, Marlise R. Lonn, and Amanda M. Lavery
Submissions from 2019
Urban Community as Resource: Evaluation of the Mentors in Toledo Schools Program, Kristina N. LaVenia and Jacob Burgoon
Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation Post the Passage of the Every Student Succeeds Act, Matthew Ryan Lavery, A Amrein-Beardsley, T Geiger, and M Pivovarova
Considering the Mentoring Dyad through the Lens of Relational Trust, Meg Vostal, Christy Galletta Horner, and Kristina N. LaVenia
Submissions from 2018
Sense of Belonging: International Student Enrollment in Business Programs, Rabab H. Darwish, Kristina N. LaVenia, and Frederick W. Polkinghorne
Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms, Matthew Ryan Lavery, Joyce Nutta, and Alison Youngblood
Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration, Meg Vostal, Kristina N. LaVenia, and Christy Galletta Horner
Submissions from 2017
Number of Predictors and Multicollinearity: What are their Effects on Error and Bias in Regression?, Matthew Ryan Lavery, Parul Acharya, Stephen A. Sivo, and Lihua Xu
Submissions from 2014
Perceptions of Effective Teaching: Teacher Candidates, Novice Teachers, and Teacher Educators Describe Effectiveness, Matthew Ryan Lavery and Tiffany Treimanis
Submissions from 2011
Master’s Degrees and Teacher Effectiveness: New Evidence from State Assessments, Kirk Vandersall, Michelle Vruwink, and Kristina N. LaVenia
Self-Esteem and Academic Achievement: A Comparative Study of Adolescent Students in England and the United States, Margaret Zoller Booth and Jean Marie Gerard
Submissions from 2010
How Principals "Bridge and Buffer" the New Demands of Teacher Quality and Accountability: A Mixed-Methods Analysis of Teacher Hiring, Stacey A. Rutledge, Douglas N. Harris, and William K. Ingle
Submissions from 2008
Submissions from 2007
Blood Relatives: Language, Immigration, and Education of Ethnic Returnees in Germany and Japan, Debora Hinderliter Ortloff and Christopher J. Frey
Submissions from 2006
Submissions from 2000
Review of: Schooling in Sub-Saharan Africa: Contemporary issues and future concerns, Margaret Zoller Booth