By Michael Stewart.
Situated in a majority-minority school setting, this action research study focused on developing culturally responsive teaching (CRTchg) approaches in a group of Caucasian teacher leaders.

By Sara Kemper.
This dissertation presents findings from a mixed-methods study exploring teachers’ work lives in teacher-powered schools.

By Kyle Weinberg.
Qualitative data compiled through interviews, observations of decision-making meetings and gathering of site documents clarified how structural and cultural systems shape and are shaped by teachers’ participation in site decision-making.

By Darlene García Torres.
This study uses hierarchical linear modeling (HLM) to investigate relationships among distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools.