My research interests include studying workplace relationships and its effect on inclusion. I have worked on several qualitative projects which include the study of school decentralization and the recruitment and retention of teachers of color. My current research studies the organizational implications of changing demographics in schools.
Works By Students
principal investigator on
Works By Students
chaired theses and dissertations
Benedict, Rebecca Marie (2014-05).
A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.
Berry, Joan Ramey (2009-08).
The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.
Brewer, Robert A. (2015-12).
Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus.
Dixon, Nkrumah Henry (2018-08).
The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.
Garcia, Liodolee Salinas (2012-08).
Superintendents' Perceptions Toward Their Current Role as Instructional Leaders.
Hemmer, Lynn (2009-08).
Critical Analysis of "At-Risk" Policy Discourse: Implications for Administrators and Teachers.
Hile, Adam Ray (2015-12).
Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.
Hlavinka, Sylinda (2013-05).
The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.
Hull, Richard Donald (2013-08).
Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.
Jones, Harleigh Paul (2018-05).
The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.
Lara, Alma Leticia (2014-05).
A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.
Luevanos, Elisabeth Avila (2018-05).
Inclusive or Not?: Development of a Student Survey to Measure Students' Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.
Martin, Marilyn Ann (2008-12).
The effect of individualized self-paced single-gender classrooms on reading and math scores at the mclennan county challenge academy in Waco, Texas.
Narvaez, Rose (2012-08).
Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.
Perez, Guadalupe Martinez (2017-08).
Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal.
Portilla, Liliana Raquel (2017-12).
Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.
Rodriguez, Eddie (2012-08).
Intergroup Differences and Its Impact on Professional Exchanges.
Schroeder, Patricia Anne (2013-12).
Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.
Stockwell, Robert R. (2010-05).
Improving the Image, Identity, and Reputation of Urban School Systems.
Wooldridge, Toron Jamaine (2016-08).
Gauging Deficit Thinking: An Investigation of Principals' Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.
Young, Billy Lee (2007-12).
A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics.