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Scholarly Publishing Meet-and-Greet Series

2026-01-17

Join this engaging, multidisciplinary Scholarly Publishing Meet-and-Greet Series designed for graduate students, early-career scholars, faculty members, and academic leaders. The series brings together journal editors, book series editors, reviewers, and publishers for open conversations on journal publishing, book development, peer review, AI in scholarship, and academic career pathways.

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Current Issue

Vol. 10 No. 2 (2025): Fall Issue
View Vol. 10 No. 2 (2025): Fall Issue

JSARD’s 2025 Fall Issue, Volume 10, Issue 2,  presents original research and best practice articles from 16 authors coming from four countries around the world. These six articles approach K-12 educational leadership in several ways, including exploring teacher collective efficacy, understanding learner feedback and voice, and using virtual reality for immersive learning. Additionally, other articles address infusing empathy into assessment design, examining data-collection procedures to ensure accurate student representation, and supporting students’ psychological needs to increase graduation rates.

DOI: https://doi.org/10.32674/yvvsfe83
Published: 2025-11-13

Full Issue

Research Articles

  • Culture and Collective Teacher Efficacy: A Case Study Through a Social Cognitive Theory Lens

    Jason Benson, Pamela Hallam, Sterling Hilton, Isaac Calvert, David Boren
    49-61
    DOI: https://doi.org/10.32674/5tr0r398

  • Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana

    Inusah Salifu, Rabiu Mohammed Adam
    62-74
    DOI: https://doi.org/10.32674/7grnk578

  • Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study

    Prakasha G. S., Maria Lapina, F G Roseline, L Yogesh, S. Thirumalesha
    75-90
    DOI: https://doi.org/10.32674/e7vq5509

Best Practice Articles

  • Integrating Empathy into Classroom Assessment Design

    Anthony Reibel
    91-104
    DOI: https://doi.org/10.32674/na8ta057

  • Decolonizing Data: Moving Toward an Inclusive Count of American Indian/Alaska Native Students in a Pacific Northwest School District

    Sarah Rich, Jerad Koepp
    105-111
    DOI: https://doi.org/10.32674/vt95ts98

  • The Four-Hour Grading Scale: Motivation, Self-Determination, and Academic Achievement in Raising Graduation Rates

    Leo W. Cavinder
    112-117
    DOI: https://doi.org/10.32674/cnjh3t69
View All Issues

The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 school administration and leadership. 

Founded in 2016, JSARD’s mission is to publish and disseminate relevant, high-quality literature in educational leadership in order to empower researchers, practitioners, and policymakers to improve K-12 schools. The journal focuses primarily on schools within the United States; however, we also welcome articles on K-12 education from around the world that have wide implications, regardless of the educational setting.  JSARD publishes at least twice annually.