Journal of Scholarship & Practice
AASA's refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice that advance the profession of education administration.
Current Issue
2023 Fall Journal of Scholarship and Practice
Previous Issues
-
2023 Fall Journal of Scholarship and PracticeThe AASA Journal of Scholarship and Practice is a refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice that advance the profession of education administration.
-
2023 Summer Journal of Scholarship and PracticeThe AASA Journal of Scholarship and Practice is a refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice that advance the profession of education administration.
-
2023 Spring Journal of Scholarship and Practice
The AASA Journal of Scholarship and Practice is a refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice that advance the profession of education administration.
-
2023 Winter Journal of Scholarship and Practice
The AASA Journal of Scholarship and Practice is a refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice that advance the profession of education administration.
-
2022 Winter Journal of Scholarship and PracticeEditorial: "Ratings and Rankings: The Illusions of Student Measurement without Context"; Research Article: "Feedback for Teachers: What Evidence Do Teachers Find Most Useful?"; Research Article: "Transitioning from a Traditional Educational Model to a Competency-Based Educational Model: Lessons Learned from Administrators"; Commentary: "[GPA] in, [GPA] out: Uncovering Inequity and Flaws in Grading Policies."
-
2022 Fall Journal of Scholarship and Practice
The AASA Journal of Scholarship & Practice is published through the AASA Leadership Development Office and is a refereed, blind-reviewed, quarterly journal with a focus on research and evidence-based practice. It is designed to benefit AASA members and full-time and adjunct professors.
-
2022 Summer Journal of Scholarship and Practice
This summer volume features Ken Mitchell’s editorial, “Reflections on Being a Well-informed Leader in 2022,” along with two research articles and a commentary. In structuring this volume, Mitchell lays the groundwork:
Editors
Editorial Review Board
Jessica Anspach, Montclair State University (N.J.)
Brandon Beck, Ossining Public Schools (N.Y.)
Gina Cinotti, Netcong Public Schools (N.J.)
Michael Cohen, Denver Public Schools (Colo.)
Betty Cox, University of Tennessee at Martin (Tenn.)
Vance Dalzin, Carthage College (Wis.)
Mary Lynne Derrington, University of Tennessee (Tenn.)
Ryan Fisk, East Rockaway Public Schools (N.Y.)
Denver J. Fowler, Southern Connecticut State University (Conn.)
Daniel Gutmore, Seton Hall University (N.J.)
Gregory Hauser, Roosevelt University (Ill.)
Steve Hernon, St. John’s University (N.Y.)
Zach Kelehear, Augusta University (Ga.)
Kevin Majewski, Seton Hall University (N.J.)
Joanne Marien, Manhattanville College (N.Y.)
Nelson Maylone, Eastern Michigan University (Mich)
Robert S. McCord, University of Nevada, Las Vegas (Nev.)
Barbara McKeon, Broome Street Academy Charter High School (N.Y.)
Margaret “Terry” Orr, Fordham University (N.Y.)
Brian Osborne, Lehigh University (Penn.)
David J. Parks, Virginia Polytechnic Institute and State University (Va.)
Joseph Phillips, Manhattanville College (N.Y.)
Joseph Ricca, White Plains City School District (N.Y.)
Thomas C. Valesky, Florida Gulf Coast University (Fla.)
Charles Wheaton, Leadership Services, Granger (Wash.)