Graduate Research Exchange

Through the TCPEA Graduate Research Exchange, graduate students of educational administration have the opportunity to present their completed research or research-in-progress. The GRE is held annually on the afternoon of the TCPEA Fall Meeting in conjunction with the TASA|TASB Convention.

 

Calls for GRE Proposals

Calls for GRE proposals open during the summer prior to the TCPEA Fall meeting. A proposal should be a 250-to-500-word abstract of the completed research or research-in-progress. The text of the abstract should include a statement of the problem, subjects used, procedure, and/or results and conclusions.

Proposals will be peer-reviewed. If accepted, students must bring 12 copies of a completed paper to be distributed at the GRE.

GRE Presentation Format

GRE presentations should be two, one-hour sessions of round-table-only discussions (no PowerPoint presentations, no overheads).

Students will be assigned to tables where they will have 15 minutes each to present and discuss their research, with a potential maximum of four presentations per table. 

2020 GRE Participants and Topics

 

Geronima Nale
Speaking Up for English Learners
Jericah Jackson
How School Administrators use Teacher Effectiveness Data to Build Teacher Capacity: An Interpretive Qualitative Study
Amanda Brantley
Educator Perceptions of Texas’ Career and Technical Education Programs of Study
Candace Pohl
Differences in Exclusionary Discipline Consequence Assignment by the Economic Status of Black Students At-Risk: A Texas, Statewide Analysis
Kristina Weeks
Tri Means Three
David Shaun McAlpin
School Level Differences in School Threat Scenario Written Plans
Darlene Breaux
Teachers’ Perceptions Regarding Dyslexia Professional Development
Alice A. Wilson
Superintendents’ Perspective on Teacher Planning Time, Certification Requirements, and Student Success at Dropout Recovery Charter Schools in North Texas (A Pilot Study)
Michael Colvin
Implementation of Culturally Responsive Teaching: Exploring Learning Outcomes of LEP Students
Divina Browne
Differences Between Schools of Choice and Traditional Comprehensive Schools in Their Grade 9 Academic Performance