Learning and Teaching in Educational Leadership SIG 129
Learning and Teaching in Educational Leadership SIG 129
 
SIG Purpose
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LTEL-SIG brings together discipline specialists, educational theorists, curriculum developers, educational researchers, classroom experts, practitioners, policy-makers, and others concerned with teaching in Educational Administration. 

The LTEL-SIG provides a forum for:

  • Assessment of the relationship of teaching in educational administration to policy development at local, state and a managed conversation on issues related to teaching and learning in Educational Administration;
  • The integration of theoretical quantitative and qualitative studies of teaching in Educational Administration;
  • Discussion of investigations conducted in real educational settings, including investigations involving application of technology to learning and instruction;
  • Exploration of innovative methodologies; and
  • Analysis of the implications of research and practice for teaching in Educational Administration.

The Journal of Research on Leadership Education (JRLE), an electronic peer-reviewed journal, provides an international venue for scholarship and discourse on the teaching and learning of leadership across the many disciplines that inform the field of educational leadership. JRLE seeks to promote and disseminate rigorous scholarship on the teaching, learning, and assessing of leadership preparation and practice, the political and contextual issues that impact leadership education, and the links between leadership education and student learning. JRLE accepts empirical and conceptual articles and embraces both traditional and emergent research paradigms.

 
 
Message from SIG Chair
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Erin Anderson Staff Pic638901003353792969

Greetings LTEL Members!

As a longtime member of the LTEL SIG, I 


Erin

Dr. Erin Anderson

Associate Professor of Educational Leadership and Policy Studies
Morgridge College of Education, University of Denver

 
 
Who We Are
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1717602077541-7693e79f-0ea6-4861-a888-f80c469d98b3_1638531989050246024

 
 
Who We Are
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Learning and Teaching in Educational Leadership (LTEL) SIG

2025-2026 Executive Committee Roster

 

Position

Term Length

Name

Institution

Email Address

Chair   

(Elected)    

           

2025-2028

Erin Anderson

University of Denver

 erin.anderson249@du.edu

Past Chair

(Elected)  

             

2025-2028

Shelby Cosner

University of Georgia

shelby.cosner@uga.edu

Secretary

(Elected)                         

2025-2027

Frank Perrone

Indiana University

fperrone@iu.edu

Treasurer 

(Elected)                               

2024-2026

Daniel Reyes-Guerra

Florida Atlantic University

dreyes@fau.edu leadership.fau.edu

Program Co-Chair (Appointed)    

2024-2026

Tim Drake

North Carolina State University 

tadrake@ncsu.edu timothyadrake.com

Program Co-Chair   

(Appointed)       

      

2025-2027

Jennifer Clayton

George Washington University

claytonj@gwu.edu

Member-At-Large   

(Elected)                                

2025-2027

Kathleen Cunningham

University of South Carolina

KATIEMWC@mailbox.sc.edu

Member-At-Large   

(Elected)                                

2025-2027

Kristen Huggins

Washington State University

k.huggins@wsu.edu

Member-At-Large   

(Elected)                                

2024-2026

Meagan Richard

 

Old Dominion

msrichar@odu.edu

Newsletter Co-Editor  

(Appointed)    

 

2021-2026

Nahed Abdelrahman

University of Southern Mississippi

nrahman@tamu.edu

Newsletter Co-Editor  

(Appointed)    

 

2024-2026

Summer Penuel

University of Southern Mississippi

summer.pannell@usm.edu

Graduate Student Representative 

(Appointed)    

 

2025-2026

TBD 

University of Denver 

 
 
 
Awards
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LTEL offers two awards:

The Distinguished Faculty Achievement Award is the result of merging the former Distinguished Research Award and former Outstanding Service Award, which were awarded biennially according to an even- or odd-numbered year cycle. The faculty award, which can be given annually, recognizes a significant contribution made by a professor to the broad field of educational leadership and administration preparation and development through moving forward practice, policy or research aligned with LTEL SIG’s purposes.

The Robert Kottkamp Outstanding Dissertation Award recognizes a recent doctoral graduate as well as her or his dissertation advisor for research, evaluation, or scholarship that aligns with the LTEL SIG goals, mission, and purpose research. The dissertation, successfully defended during the previous calendar year, may investigate educational leadership preparation and development programs, assess the impact of preparation on leadership practice, examine policy issues related to state or national leadership standards assessment and credentialing, or contribute through disciplined inquiry to the knowledge base about learning and teaching in educational leadership. The dissertation award also recognizes the contributions by former SIG Chair Robert Kottkamp (emeritus professor at Hofstra University) and co-founder of the UCEA/LTEL SIG Taskforce on Evaluating Leadership Preparation Programs. 

 
 
Doctoral Corner
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If you are a doctoral student in the LTEL sig and you are interested in getting involved with some of our existing projects, please email our chair, Dr. Shelby Cosner, at sacosner@uic.edu

 
 
Membership
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Non-Members, please click here to become a member of AERA and one or more SIGs or to renew your AERA and SIG memberships.

Current AERA members can add individual SIGs to their membership by clicking Login,” entering their user name and password, and clicking on “Purchase Additional SIG Memberships” in their My AERA page.

 
 
LTEL Member Recent Publication
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LTEL Member Publications

Here is a listing of some of the recent publications from LTEL members. 

Name Institutional Affiliation Recent publication(s) (within the past year).

Nahed Abdelrahman

Texas A&M University

Abdelrahman, N., Irby, B. j., Elfarargy, H., Lara-Alecio, R., & Tong, F. (in press). The American Journal of Educational Research.

Irby, B. J., Abdelrahman, N., & Lara-Alecio, R. (2023). A lesson from history: Hatshepsut’s leadership. Journal of Texas Women School Executives, 8(1), 78-82

Irby, B. J., Abdelrahman, N., Lara-Alecio, R., Tong, F., & Elfarargy, H. (2023). Pre-Service Principals in a Principal Preparation Program:Leadership Practices as a Response to COVID-19. Journal of School Leadership, 10526846231174148.


David Brazer
Brazer Education Consulting LLC Educating for Purposeful Life: A New Conception of Schooling for the 21st Century (with Michael Matsuda)

Ibrahim Duyar
Arkansas State University

Devers, Kimberley, Ibrahim Duyar, and Karen Buchanan. (2024). Examining teacher attrition through the experiences of former teachers before and during the COVID-19 pandemic. Education Sciences 14(2): 184. https://doi.org/10.3390/educsci14020184
Nazarian, M., & Duyar, I., & Alhosani, M. (2024). Diversity management as a new organizational paradigm: Leading with cultural intelligence (CQ), In Diversity management as a new organizational paradigm, in Cutting-edge innovations in teaching, leadership, technology, and assessment, (eds. Asma Abdallah, Ahmed Alkaabi, and Rashid Alriyami), IGI Publications. ISBN13:
9798369308806

https://www.igi-global.com/forms/recommend-to colleague/325070

Duyar, I. & Aljanahi, M. (2023). Examining the influence of principal positive leadership and sense of humor on teachers’ wellbeing in UAE public schools . Leadership and Policy in Schools,


Maryann Krikorian
Loyola Marymount University Goosby, K. C., Felix, A., & Krikorian, M. (2024). The Power of Storying Leadership: Untold Stories of Leaders of Color for K12 Leadership. In Pursuing Equity and Success for Marginalized Educational Leaders (pp.170-188). IGI Global.

Mollie McQuillan
University of Wisconsin -Madison

McQuillan, M. T., Lebovitz, B. & L. Harbin.L. (2024). The disruptive power of policy erasure: How state legislators and school boards fail to take up trans-affirming policies while leaning into anti-LGBTQ+ policies. Educational Policy. Online First.

McQuillan, M. T. & C. Mayo. (2023). School leaders and transphobia: Direct, facilitative, accommodative, and resistant forms of bias and bullying. Educational Administration Quarterly. Online First. 

McQuillan, M. T., Gill, E. & X. Gong. (2023). LGBTQ+-inclusive professional development in elementary schools: Does it matter to schoolwide disciplinary rates? Journal of School Leadership. 33(4), 382-408.

McQuillan, M. T. (2023) Scaling gender and sexuality-related policies in K-12 schools. Educational Policy. 7(4), 910-952.

Virginia Snodgrass Rangel

University of Houston

Snodgrass Rangel, V., Butcher, K., & Farmer, M. (In Press). A Comparison of the Internship Experiences of Aspiring School Leaders in a Principal Residency and Traditional Principal Preparation Program in Texas. Journal of School Leadership.
Snodgrass Rangel, V. & Butcher, K. (2023 Online). The effects of the COVID-19 pandemic on the leadership work of aspiring school leaders. Journal of Research on Leadership Education. 

Peters-Hawkins, A., Snodgrass Rangel, V., & Anderson, A. (2023 Online). Disrupting the (hidden) curriculum: anti-racist approaches to student instruction and assignments. Journal of Cases in Educational Leadership.

Cunningham, K., Snodgrass Rangel, V., & Lochmiller, C. (2023 Online). Developing educational leadership in mathematics and science. Journal of Research on Leadership Education,

Max Yurkofsky Radford University

Bonney, E. N., Capello, S. A., & Yurkofsky, M. M. (Eds). (2024). Improvement Science in the Field: Cases of Practitioners Leading Change in Schools. Rowman & Littlefield.

Bonney, E. N., Yurkofsky, M. M., & Capello, S. A. (2024). EdD Students’ Sensemaking of Improvement Science as a Tool for Change in Education. Journal of Research on Leadership Education, 0(0).

Capello, S. A., Bonney, E. N., & Yurkofsky, M. M. (2024). Dissertation in practice methodologies. In K. Everson, K. Torres, L. Hemmer, & S.Tamim (Eds.), The importance of the dissertation in practice (DiP): A
resource guide for EdD students, their committee members and advisors, and departmental and university leaders involved with EdD programs. Myers Education Press.

Capello, S. A., Bonney, E. N., & Yurkofsky, M. M. (2023). The practitioner inquiry course sequence: Centering improvement science in the design of an EdD program. In C. Benedetti & A. Covarrubias (Eds.), Critical inquiry and applied research in Ed.D. programs: Moving beyond traditional methods. Myers Education Press.

Yurkofsky, M. M., Bonney, E. N., & Capello, S. A. (2023). "Integrating improvement science into leadership preparation programs: Enduring challenges and promising strategies." In E. Anderson & S. D. Hayes (Eds.), Continuous improvement: A leadership process for school improvement. Information Age Publishing.