Journal of Scholarship & Practice Articles

In this editorial article, Ken Mitchell emphasizes the critical role of research and advocacy in school leadership, urging superintendents to defend evidence-based practices and leadership strategies to drive lasting educational improvements.

In this article, the authors argue that decision-making at the school district level is shaped by both external and internal factors, with well-managed districts serving as key drivers of instructional change.

In this article, the authors emphasize that while the need to improve school outcomes is widely recognized, the process of creating and sustaining meaningful change remains a persistent challenge for schools and organizations alike.

In this article, the authors highlight how community engagement remains essential yet increasingly difficult amid rising tensions over school policies and contentious board meetings.

In this article, the authors highlight how a collaborative approach to master scheduling can help districts increase teacher planning time while balancing local needs, stakeholder input, and systemic constraints.

The Winter 2024-25 issue of the AASA Journal of Scholarship and Practice is focused on teachers. The impact of their work can be profound, leaving indelible impressions on generations of students that influence all of society.

In this article, the authors analyze 40+ years of data to uncover seven key themes driving teacher attrition beyond just pay, emphasizing the need for supportive leadership and systemic changes to improve retention.

In this article, the authors highlight how a collaborative approach to master scheduling can help districts increase teacher planning time while balancing local needs, stakeholder input, and systemic constraints.

In this article, the authors examine how pre-collegiate Grow Your Own teacher programs help address teacher shortages by inspiring Black and Latinx students to enter the profession, highlighting their impact on alumni career decisions.

In this article, the authors explore a teacher apprenticeship pathway (TAP) designed to address teacher shortages, highlighting participants’ positive experiences and challenges, offering insights for school leaders considering similar programs.