Educational Foundations, Leadership and Policy Faculty Publications

 

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.

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Submissions from 2019

Urban Community as Resource: Evaluation of the Mentors in Toledo Schools Program, Kristina N. LaVenia and Jacob Burgoon

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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

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Considering the Mentoring Dyad through the Lens of Relational Trust, Meg Vostal, Christy Galletta Horner, and Kristina N. LaVenia

Submissions from 2018

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Sense of Belonging: International Student Enrollment in Business Programs, Rabab H. Darwish, Kristina N. LaVenia, and Frederick W. Polkinghorne

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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

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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

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Perceptions of Effective Teaching: Teacher Candidates, Novice Teachers, and Teacher Educators Describe Effectiveness, Matthew Ryan Lavery and Tiffany Treimanis

Submissions from 2011

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Religion, Forced Migration and Schooling: varying influences of religious capital among Iraqi Christian refugee students in Jordan and the USA, Bruce A. Collet

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Master’s Degrees and Teacher Effectiveness: New Evidence from State Assessments, Kirk Vandersall, Michelle Vruwink, and Kristina N. LaVenia

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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

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Sites of Refuge: Refugees, Religiosity, and Public Schools in the United States, Bruce A. Collet

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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

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Confronting the insider-outsider polemic in conducting research with diasporic communities: Towards a community-based approach, Bruce A. Collet

Submissions from 2007

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Blood Relatives: Language, Immigration, and Education of Ethnic Returnees in Germany and Japan, Debora Hinderliter Ortloff and Christopher J. Frey

Submissions from 2006

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Neither a Borrower, or a Lender be: Educational Reform Through Transnational Borrowing and Lending, Margaret Zoller Booth

Submissions from 2000

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Review of: Schooling in Sub-Saharan Africa: Contemporary issues and future concerns, Margaret Zoller Booth