Winter 2025: Volume 13, Issue 1
Open Call Articles
Utilizing Complexity Theory to Examine the Texas Science of Teaching Reading Standards
CATHERINE LAMMERT, Texas Tech University
VICKIE C. GODFREY, Jamestown Public Schools
From Theory to Practice: Logic Models for Evaluating Portfolio School Districts
SARA SANDS FRANCIS, University of Houston
FIZA MAIRAJ, University of Houston
The Impact of New Abortion Restrictions on Medical Students: A Qualitative Study of Responses to Texas Senate Bill 8
EMILY BROADDUS, University of North Carolina at Chapel Hill
MARA BUCHBINDER, University of North Carolina at Chapel Hill
ANNE LYERLY, University of North Carolina at Chapel Hill
The Courts Won’t Save Us: Community Organizing, Political Advocacy, and Movement Lawyering in Houston ISD
REBEKAH SKELTON, The University of Texas at Austin
Transparency Under Takeover: Financial Ramifications of the TEA Takeover of Houston ISD
BROOKE FOUSEK, The University of Texas at Austin
ALYSSA M. CHESSARI, The University of Texas at Austin
JARRETT LIPMAN, The University of Texas at Austin
Special Issue: Unveiling the Landscape of School Discipline in the United States: Opportunities, Innovative Strategies, and Prospects
Guest edited by John A. Williams III & Kathryn E. Wiley
A New School Discipline Fulcrum: Identifying and Rectifying
JOHN A. WILLIAMS III, Texas A&M University
KATHRYN E. WILEY, Howard University
Broken Windows Schooling: A Qualitative Case Study of the Disciplinary Experiences of Black Males in a Predominantly White Christian School
EVAN WILLIS, Northeast Seventh-Day Adventist Church
ERIN T. MILLER, The University of North Carolina at Charlotte
Restorative [In] Justice: Why Schools Struggle to Implement Restorative Justice for Black Girls
ALAINA NEAL-JACKSON, University of Michigan, Ann Arbor
Examining Trends and Patterns in K-12 Security Expenditures in Texas
CHRISTOPHER M. SALDAÑA, The University of Wisconsin, Madison
XINYU GUAN, The University of Wisconsin, Madison
Restoring the Land: Pro-Blackness as a Healing Force Against Anti-Black Classroom Management
JARVAIS J. JACKSON, Georgia Southern University
ASHLEY CARTER, Georgia Southern University
Extending Culturally Responsive Classroom Management to Enhance Contemporary Classrooms: A Conceptual Framework
MEGAN SVAJDA-HARDY, Texas A&M University
ANDREW KWOK, Texas A&M University
From Slow Reform to Meaningful Abolition: Exclusionary School Discipline and the Need for a New Paradigm
KATHRYN E. WILEY, Howard University
JOHN A. WILLIAMS III, Texas A&M University
SHAVONNE SIMMONS, Howard University