In this, the first volume of the third issue, or year of publication, we aspire to provide more signal than noise as we feature the work of six educational researchers across three articles and two continents. Surveying Korean and American educators in a study on the impact of Confucian values on leadership preference, Schenck and Waddey remind us that leadership is cultural. In a study in a rural North Carolina school district, Cagle poses a simple but persistent question: Why are Black students suspended or expelled for minor offenses at a greater rate than White students for the same infractions? Finally, Moran and Larwin report on a study conducted in Ohio examining the role of building administrators in the perceived level of empowerment of classroom teachers. Their findings will surprise you. Best!

Included in

Education Commons


blog comments powered by Disqus