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The School Leadership Review is a nationally refereed journal sponsored and published by the Texas Council of Professors of Educational Administration and is designed to offer a publishing opportunity to professors of educational leadership across the country on topics related to school administration.

School Leadership Review is published twice annually. The fall edition is general topics publication and the Spring issue is a themed issue. Manuscripts for fall publication will be considered until September 1 each year. Manuscripts for the spring publication will be considered until March 1 each year.

The Spring/Summer 2022 issue theme is Equitable Leadership.

Possible topics include:

  • Democracy in education.
  • Leading Equitable schools.
  • Equality in digital education.
  • District cultural and strategic planning.
  • Equity in budgeting and planning.
  • Leadership development for equitable education.
  • Equity and social justice, including manuscripts that address diversity, racism, and inclusivity.
  • Inclusive leadership and leadership development.
  • Equity and educational policy
  • Diversity and well-being

Follow 7th edition of APA Publication Manual for style and reporting standards for findings. See  Manuscript Preparation Guidelines for details.

Current Issue: Volume 16, Issue 2 (2022) Spring/Summer 2022: Equitable Leadership

From the Editors

In this special issue of School Leadership Review, we focus on the topic of equitable leadership and the many facets it takes in regard to everything from leadership preparation to various factors that contribute to equity in practice. We hope you enjoy the fruits of our contributors' labor and find meaningful application in your important work.

Articles

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School Leadership Support: Understanding the Experiences of Elementary-Level Teachers During a Global Health Pandemic
Kathleen M. Crawford, Pamela Wells, Juliann Sergi McBrayer, Kristen N. Dickens, and Katherine Fallon

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Cultivating CRSL Capacity for Marginalized Students and Student Groups
Dusty L. Palmer, Irma L. Almager, and Fernando Valle

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DISRUPTING THE SCHOOL TO PRISON PIPELINE: USING CULTURALLY RESPONSIVE CLASSROOM PRACTICES TO SUPPORT BLACK STUDENTS
LaTory Jacobs, Kelly Brown, Kathryn Washington, Johnny OConnor, and Meredith Lundin