Relevant bibliographies by topics / K–12 Leadership Practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'K–12 Leadership Practices'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "K–12 Leadership Practices"

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Muncada, Felipe. "Intergenerational Leadership Styles and Practices of Millennial and Gen Z Educators in K-12 Schools: Foundation for Development Plan." Psychology and Education: A Multidisciplinary Journal 42, no. 2 (2025): 181–96. https://doi.org/10.70838/pemj.420202.

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The study aimed to assess the leadership styles and practices of millennial and Gen Z educators in a K to 12 school, a foundation for development plans during the school year 2024 - 2025. The study utilized descriptive correlational research design since the study determines the relationship between the extent of leadership styles and level of practices of millennial and Gen Z educators in a K to 12 school. The researcher utilized a modified instrument. This instrument was used as a major tool of study. The subject of study was limited to the senior high school in a K-12 school. The findings r
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García, Roxanne D., Yu Sun, Mark T. Green, and Meghan Carmody-Bubb. "Exploring the Influence of Principals' Leadership Styles on Burnout among K-12 Public School Educators in South Texas." Journal of Management Science and Business Intelligence 9, no. 1 (2024): 1–4. https://doi.org/10.5281/zenodo.12639485.

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This study explores the relationship between principals' leadership styles and dimensions of burnout among K-12 public school educators in South Texas. A total of 268 participants were recruited from K-12 schools using a snowball convenience sampling method. Participants completed three surveys: a demographic survey, the Multifactor Leadership Questionnaire (MLQ), and the Maslach Burnout Inventory-General Survey (MBI-GS). The MLQ assessed three facets of leadership style—Transformational, Transactional, and Passive Avoidant—while the MBI-GS measured burnout dimensions of Emotional
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Vidal, Elisa. "Educational Leadership Practices for a Successful Adoption of K to 12 Curriculum in Philippine Schools." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 2 (2024): 21–26. https://doi.org/10.5281/zenodo.11123755.

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Abstract This integrative literature review explores educational leadership strategies during the implementation of the Philippine K to 12 Basic Education Curriculum. Drawing on a synthesis of existing research, the study identifies key findings that illuminate effective practices for educational leaders navigating the complexities of curriculum transitions. The research reveals the dominance of transformational leadership, emphasizing the positive impact of leaders who inspire, motivate, and share a vision on teacher commitment, student achievement, and overall school improvement. Collaborati
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Bryant, Jennifer Edic, Karen Escalante, and Ashley Selva. "Promising Practices." Journal of School Administration Research and Development 2, no. 1 (2017): 32–41. http://dx.doi.org/10.32674/jsard.v2i1.1924.

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 This study applies transformational leadership theory practices to examine the purposeful ways in which principals work to build the next gen- eration of teacher leaders in response to the shortage of K-12 principals. Given the impact, principals have on student development and the shortage of those applying for the principalship, the purpose of this cross-case analysis was to discover how principals build leadership capacity at their respective school sites and groom individuals for leadership roles. Further, this study explored teacher perceptions of the practices in add
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García, Roxanne D., Yu Sun, Mark T. Green, and Meghan Carmody-Bubb. "Examining the Relationship of Principals' Leadership Styles on Burnout in K-12 Public School Educators Located in the Rio Grande Valley." Journal of Education and Social Development 8, no. 2 (2024): 5–9. https://doi.org/10.5281/zenodo.14061353.

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This study examines the connection between burnout dimensions among K-12 public school educators in South Texas and the perceived leadership styles of administrators. A snowball convenience sampling technique was used to recruit K-12 public school educators and a total of 268 participants were included in the study. Three surveys were filled out by the participants: a demographic survey, the Maslach Burnout Inventory-General Survey (<em>MBI-GS</em>), and the Multifactor Leadership Questionnaire (<em>MLQ-5x</em>). The MBI-GS assessed three dimensions of burnout&mdash;Emotional Exhaustion, Deper
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Dumanig, Necil Ann S., and Josephine B. Baguio. "Principal as Authentic Leader on Teacher Trust in the K-12 Educational Context." Journal of Global Economics, Management and Business Research 17, no. 2 (2025): 117–28. https://doi.org/10.56557/jgembr/2025/v17i29455.

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This study aimed to determine the significant relationship between authentic leadership and teacher trust in public elementary schools. A descriptive-correlational research design was employed, involving a sample of 133 teachers from public elementary schools in Baganga District, Division of Davao Oriental. Standardized questionnaires were administered through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that authentic leadership practices among teachers were
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Amatullah, Tasneem. "Exploring Female Muslim Educational Leadership in a Multicultural Canadian Context." Religions 15, no. 2 (2024): 215. http://dx.doi.org/10.3390/rel15020215.

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The central research question of this study is as follows: How do female Muslim leaders in Canada narrate their experiences in K-12 settings in the Greater Toronto Area (GTA), Canada? The study specifically concentrates on how these leaders from K-12 Islamic schools context integrate Islamic Leadership Theory and practice within Canada’s multicultural milieu. The aim is to amplify positive narratives and empower visible minority leaders to share their experiences, illuminating pathways for navigating their leadership roles. Drawing from interviews with five female Muslim leaders in K-12 Islami
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Claudet, Joseph G. "Using Cultural Framing Exemplars from the Social Sciences to Inform Teaching about Change Agent Leadership in University-Based School Administrator Preparation Programs." Advances in Social Sciences Research Journal 12, no. 06 (2025): 120–40. https://doi.org/10.14738/assrj.1206.18938.

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Education professors tasked with preparing aspiring K-12 administrative and instructional leaders enrolled in university-based graduate education programs to be able to effectively navigate the myriad difficulties associated with leading successful turnaround school improvement in K-12 school districts is a daunting pedagogical design challenge. Professors and instructors working in these kinds of university-based educational leadership programs can significantly expand and enhance their instructional toolkits by tapping into the power of employing cultural framing exemplars as a means to help
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Uy, Francisca, Osias Kit Kilag, Eden Lequigan, Cora Marie Abarias, and Meriam Rhose Paghacian. "Educational Leadership and Management in the 21st Century: An Analysis of Contemporary Practices and Challenges." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 252–58. https://doi.org/10.5281/zenodo.14740507.

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<strong>Abstract:</strong> <strong>&nbsp;</strong> In the early 21st century, educational leadership has become a pivotal factor in ensuring the success of schools and enhancing the quality of education. This research investigates the growing emphasis on educational leadership in the Philippines, where effective leadership and management practices are central to ongoing reforms in the education sector. With the implementation of national programs such as the K-12 Curriculum and the MATATAG Curriculum, school leaders are expected to drive significant change and improvement in schools. This stud
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Miramon, Sheila R., Osias Kit T. Kilag, Elma S. Groenewald, and Lourene B. Barayuga. "Teacher Leadership in the Philippines: Evaluating its Impact on K-12 Education Reform." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 1 (2024): 162–67. https://doi.org/10.5281/zenodo.11032619.

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Abstract: This integrative literature review explores the dynamic landscape of teacher leadership within the Philippine education system, focusing on the transformative implications of the K-12 Basic Education Program. The study unveils a paradigm shift, acknowledging teachers as active agents of change rather than mere implementers. Despite this evolution, challenges persist within the centralized education system, where bureaucratic norms and hierarchical structures limit teacher leadership opportunities, diverting teacher leaders towards administrative roles and hindering the development of
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Dissertations / Theses on the topic "K–12 Leadership Practices"

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Same, Etame Henri R. "Best Leadership Practices of Turnaround K-12 Administrators." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638676.

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<p> Leadership as organizational practice and its study as a phenomenon have been traced to the beginning of civilization. In the landscape of the 21st century, executives who lead their companies to thrive in the global economy are challenged to have and effectively apply a broad range of leadership skills in their daily work in a constantly changing environment. They have to continuously adapt their behaviors and those of their organizations in order to develop a corporate culture and sustain their competitive edge. Change once was episodic; deliberate, planned, and executed. But in today&rs
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Shultz, Kimberly A. "Implementation of Inclusion Practices K-12| From Compliance to Sustainability." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286076.

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<p> There has been a strong movement since the reauthorization of PL 94-142 in 2004 and 2006 toward inclusionary practice for students with disabilities to receive instructional and social opportunities in the general education classroom Proponents of inclusionary practices believe that in order to provide an authentic least restrictive environment (LRE) for the growing population of identified students with disabilities, the learning environment needs to be a culture of inclusionary practice. Inclusion advocates assert that inclusion is a civil rights issue. Those rights include equal access
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Kelly, Zanita V. "Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264871.

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<p> School improvement plans and major reform initiatives most often target core academic competencies. They might include strategies to improve the physical safety of school campuses, but they rarely include discussions about creating psychologically safe environments. School safety has garnered national attention in the aftermath of violent high profile shootings on K through12 campuses across the country. The Department of Homeland Security and the U.S. Department of Education have offices dedicated to providing schools with funding, training and resources to improve security and develop st
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Jones, Erica. "Leadership Practices in K-12 Public Schools for Deaf and Hard-of-Hearing Students| A Qualitative Study." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979683.

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<p> This study aspired to understand the practices implemented by school leaders to ensure deaf and hard-of-hearing students have access to nonacademic and extracurricular activities and services commensurate with their hearing peers. The participants for this study were school leaders as well as non-school leaders who worked with deaf and hard-of-hearing students in their nonacademic and extracurricular activities in secondary public schools. The data were collected through document reviews and semi-structured interviews to address the research question: What are the practices, if any, that
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Doering, Sagui Araceli. "The Induction Mentor Voice| A Phenomenological Study of Effective Practices for High Quality K-12 Teacher Induction Mentoring." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743861.

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<p> In education, mentoring is pivotal in the early development and long-term success and self-directed efficacy of new teachers. With increasing acknowledgment of the importance of mentoring as the preferred means of induction support for new teachers, mentors can serve to positively impact the overall quality of teaching and learning. Yet, like the induction protocols in other professional occupations, the nature of induction programs in education has taken a variety of forms in more recent years. For mentors, these experiences create added obligations and time away from their own profession
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Krebs, Marjori Maddox. "Service-Learning: Motivations for K-12 Teachers." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162837806.

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Aabed, Adnan Ibrahim. "A Study of Islamic Leadership Theory and Practice in K-12 Islamic Schools in Michigan." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1273.pdf.

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Meadows, Jeremy. "Student Mental Health and Wellness in K-12 High-Performing School Districts in Southern California| Best Practices for Educational Leaders." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814524.

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<p> The purpose of this study was to identify the influence of mental health on student achievement in high-performing school districts in California and investigate how a focus on student wellness can support achievement on the school campus. This study also aimed to determine the best practices currently being utilized by high-performing school districts in California to effectively address prevention, intervention, and postvention in the areas of depression, anxiety, substance use, and suicidal ideation. A mixed-methods study was implemented with 56 high school site leaders who completed a
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Ramirez, Trista. "Student Mental Health and Wellness in K-12 High-Performing School Districts in Northern California| Best Practices for Educational Leaders." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829073.

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<p> The purpose of this study was to identify the influence of mental health on student achievement in high-performing school districts in California and investigate how a focus on student wellness can support achievement on the school campus. This study also aimed to determine the best practices currently being utilized by high-performing school districts in California to effectively address prevention, intervention, and postvention in the areas of depression, anxiety, substance use, and suicidal ideation. A mixed-methods study was implemented with 56 high school site leaders who completed a
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Edwards, Catherine Anne. "Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/654.

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In 1994, the Federal Government made a commitment to link all classrooms, libraries, businesses, and industries to the information highway by the year 2000. President Clinton mandated that all classrooms in America be connected to the Internet by the year 2000. While many say this commitment and mandate have successfully occurred, there is still concern and questions about what successful integration of the Internet looks like and what specific practices can tap the bountiful resources available on the Internet. School systems have spent billions of dollars investing in hardware, software, and
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Books on the topic "K–12 Leadership Practices"

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Al-Bataineh, Adel T. Action research practices in K-12 classrooms. Common Ground Publishing, LLC, 2013.

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Staub, Robert E. The heart of leadership: 12 practices of courageous leaders. Executive Excellence Pub., 2000.

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Staub, Robert E. The heart of leadership: 12 practices of courageous leaders. Staub Leadership Pub., 2002.

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Staub, Robert E. The heart of leadership: 12 practices of courageous leaders. Executive Excellence Pub., 1996.

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Murphy, Nancy. Multicultural mathematics and science: Effective K-12 practices for equity. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1996.

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Y, Lipson Marjorie, Wixson Karen K, and International Reading Association, eds. Successful approaches to RTI: Collaborative practices for improving K-12 literacy. International Reading Association, 2010.

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Umbach, Kenneth W. Computer technology in California K-12 schools: Uses, best practices, and policy implications. California Research Bureau, California State Library, 1998.

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Wagner, Suzanne. Implementing effective instruction for English language learners: 12 key practices for administrators, teachers, leadership teams. Caslon Pub., 2012.

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Education, Alberta Alberta, ed. Promising practices and core learnings in arts education: Literature review of K-12 fine arts programs. Alberta Education, 2008.

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Williamson, Jo. ISTE's technology facilitation and leadership standards: What every K-12 technologist should know and be able to do. International Society for Technology in Education, 2009.

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Book chapters on the topic "K–12 Leadership Practices"

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Kroll, Jonathan R. "Cooperative Leadership Practices." In Preparing Leadership Educators. Routledge, 2023. http://dx.doi.org/10.4324/9781003446446-12.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haun
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Lundy, Walter C., and Chaz T. Gipson. "K-12 ED.D. Programs." In Ed.D. Programs as Incubators for Social Justice Leadership. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-396-4_10.

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Lippert, Randy K., and Michelle Brady. "12. 12 Governmentalities, The Ethnographic Imaginary, And Beyond Randy K. Lippert And Michelle Brady." In Governing Practices, edited by Michelle Brady and Randy K. Lippert. University of Toronto Press, 2016. http://dx.doi.org/10.3138/9781487511913-014.

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Pennell, Colleen. "Literacy Leadership Team Meeting #1." In Evaluating the K–12 Literacy Curriculum. Routledge, 2020. http://dx.doi.org/10.4324/9780429261107-2.

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DePaul, Gary A. "Practice 5: Directing Like Guides." In Nine Practices of 21st Century Leadership, 2nd ed. Productivity Press, 2022. http://dx.doi.org/10.4324/9781003273448-12.

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Noguerón-Liu, Silvia, Emily Johns-O'Leary, and Kristen Driscoll. "Best Practices for Whom?" In Pursuing Language and Metalinguistics in K–12 Classrooms. Routledge, 2024. http://dx.doi.org/10.4324/9781003334804-16.

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Elkordy, Angela. "Leveraging Affinity Spaces for Jagged Frontier Practices." In Artificial Intelligence Applications in K-12. Routledge, 2024. http://dx.doi.org/10.4324/9781003440192-7.

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Puig, Enrique A., and Kathy S. Froelich. "Defining Grades K–2 Instructional Practices within a K–12 Literacy Framework." In Teaching K–12 Transdisciplinary Literacy. Routledge, 2021. http://dx.doi.org/10.4324/9781003124276-10.

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Gottlieb, Margo, and Gisela Ernst-Slavit. "Promoting Educational Equity in Assessment Practices." In The Handbook of TESOL in K-12. John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119421702.ch9.

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Conference papers on the topic "K–12 Leadership Practices"

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Blitz, Cynthia, and David Amiel. "VIRTUAL LEADERSHIP SUMMIT DESIGN AND IMPACT: ADVANCING K-12 COMPUTER SCIENCE EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0794.

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Pineda, Cristal L., Aetesam Ali Khan Ashar, and Jiangjiang Liu. "Fostering AI Literacy: A Survey of Student Perceptions and Effective Practices in K-12 Machine Learning." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893365.

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Smith, Phillip. "Exploring the Leadership of Black Male K–12 Building-Level Leaders: Implications for Theory and Practice." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2113183.

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Lawrence, Wendy. "Positionality in Praxis: How K–12 Leaders Can Use Positionality to Build a Socially Just and Culturally Responsive Leadership Practice." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2017686.

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Admiraal, Wilfried, and Irma Heemskerk. "ONLINE WORKSPACES TO SUPPORT TEACHER COMMUNITIES IN SECONDARY SCHOOLS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-065.

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Introduction There are steadily expanding claims that teacher community contributes to the improvement in the practices of teaching and schooling (cf., Witziers et al., 1999; Little, 2003; Darling-Hammond and Bransford, 2005) as well as individual teacher development and the collective capacity schools (cf., Seashore Louis et al., 1996; Grossman et al., 2001; Imants et al., 2001; Achinstein, 2002; Piazza et al., 2009). In line with Grossman et al. (2001), we are interested in teacher community at the local level, where interaction, dialogue and trust are necessary elements of building cohesion
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Williams, Tomicka. "Crisis Leadership Attributes: Equipping K–12 School Leaders." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2001750.

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Guillory-Lacy, Veneice. ""Working Woke": Social Justice Leadership and Women of Color in K–12 Educational Leadership." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1576300.

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Fernandez, Cassia. "Combining computational and science practices in K-12 education." In IDC '20: Interaction Design and Children. ACM, 2020. http://dx.doi.org/10.1145/3397617.3398033.

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Selbach-Allen, Megan. "Exploring K–12 Teachers' Views of Integrated STEM Practices." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1888535.

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Wilcox, Kristen. "Diverse Stakeholder Empowerment: Adaptive Leadership in K–12 Schools During Crisis." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2004615.

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Reports on the topic "K–12 Leadership Practices"

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Ziegler, Lauren, and Crystal Green. Implement at Scale: An Agenda for Education Innovation Implementation Research. HundrED, 2023. http://dx.doi.org/10.58261/bqos4236.

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This paper introduces a research agenda on the implementation of education innovations in primary and secondary schools around the world. We are especially interested in how innovations are implemented atscale and the role of implementation actors in this process. To address the need for a greater understanding of and focus on implementation, we launched the HundrED Implementation Centre forEducation Innovation in February 2023. The new Centre will support the spread of education innovation through four pillars of research, practitioner support, practical methodologies and systems leadership.
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Adams, Janice. Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2617.

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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult
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Oracion, Carmela, Vignesh Louis Naidu, Jasmine Ng, and Vicente Reyes, Jr. Advancing the K-12 Reform from the Ground: A Case Study: Certificate in Educational Studies in Leadership in the Philippines. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200105.

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Largoza, Gerardo, and Clarence Gabriel Fernandez. Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 Reforms. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.13.

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In the decade from 2012 to 2021, Philippine higher education experienced three major reforms: the adoption of an outcomes-based typology for programs and institutions, the establishment of the Philippine Qualifications Framework to set competency standards, pathways, and equivalencies, and the implementation of K to 12 legislation, which added two years to the country’s basic education cycle. Have these reforms resulted in improvements to the minimum standards embodied in the Policies, Standards, and Guidelines (PSGs) of the Commission on Higher Education (CHED) formulated by independent Techn
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Lavadenz, Magaly, Anaida Colón-Muñiz, and Elvira Armas. Advancing Coherence: Aligning Educator Preparation with California’s English Learner Roadmap Policy. Center for Equity for English Learners, 2024. http://dx.doi.org/10.15365/ceel.policy.15.

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The purpose of this brief is to support English Learner success by encouraging stronger alignment between educator preparation efforts in IHEs and TK-12 policies and practices The current study explores the implementation and alignment of core concepts of the California English Learner Roadmap (ELR) in institutions of higher education (IHEs) – where the majority of California’s future educators are being prepared to serve our students. Researchers conducted a rigorous inquiry process to analyze the degree to which educator program expectations for teaching, school counseling, and administratio
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Pakhira, Deblina, and Judi Fusco. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/163.

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SEERNet, a hub of five digital learning platforms (DLPs), either in K-12 or higher education, are enabling researchers with capabilities to conduct research and collect data on large numbers of students. Based on the new Standard for Excellence in Education Research (SEER Standards) around Equity, we propose that researchers should consider future-oriented approaches and methodologies to conduct equity-relevant research using DLPs. Taking a future-oriented approach, we created scenarios and personas to help us envision an equitable and inclusive future. Scenarios and personas are tools that ma
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8

Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, 2025. https://doi.org/10.54300/967.472.

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Abstract:
This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging
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9

Wandeler, Christian, and Steve Hunt. The Fresno State Transportation Challenge. Mineta Transportation Institute, 2022. http://dx.doi.org/10.31979/mti.2022.2009.

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The Fresno State Transportation Challenge uses an action civics approach to support K-12 students in developing transportation-related projects that have a positive impact on the community. In 2020 the goal was to expand, refine, and create structures to sustain the implementation of the Transportation Challenge across subsequent years. As a result of the COVID pandemic, the process and goals of the project were adapted. The project was extended into April 2021 and was entirely conducted through remote participation. The focus was on two high schools. The expansion into the high school age bra
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10

Melad, Kris Ann. Harmonizing Philippine Census Data across Decades (1970–2020). Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.44.

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This research harmonizes Philippine Census of Population and Housing (CPH) data from 1970 to 2020 to address data consistency challenges across five decades. The study systematically reconciles evolving variable definitions, classification systems, and measurement scales to create a unified longitudinal dataset. Key harmonization challenges include accommodating changes in the education system, such as the K-12 reforms, tracking modifications to administrative boundaries over the years, managing the expanding data scope across census years, and addressing historical data preservation issues, p
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