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The Journal of Teaching Effectiveness and Student Achievement

Data from the National Center for Education Statistics (2011) indicates that almost a third of America’s teachers leave the field sometime during their first three years of teaching. The attrition rate for those who enter through some alternative pathway can be as high as 60%. New teachers cite classroom management, ESL, and lack of preparation or support as key reasons behind their decision. Therefore, additional training that increases new teacher confidence and preparation is vital. Quality training for teachers entering 21st century classrooms and appropriate instructional practices for today’s learners is a must.

The College of Education at Angelo State University publishes a peer-reviewed journal annually. The Journal of Teaching Effectiveness and Student Achievement is dedicated to the dissemination of research emphasizing teacher preparation, successful school cultures, teacher quality, instructional effectiveness, innovative pedagogy, and educational practices with student achievement in mind.

Volume 2, Issue 2


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Previous Issues

Volume 1, Issue 1

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Meet the Editors and Reviewers

Photo of Dr. Marva Solomon

Dr. Marva Solomon

Photo of Dr. Carlos Flores

Marva Solomon is an Associate Professor at Angelo State University. She holds a Ph.D. from the University of Texas at Austin. Her research interests include digital literacy, early readers and writers, and culturally responsive teaching. She has had articles published in The Reading TeacherResearch in the Teaching of English, and Talking Points. She regularly presents at national literacy conferences including the International Literacy Association, National Council of Teachers of English, and the Literacy Research Association.




Dr. Carlos Flores

Carlos A. Flores, Jr. is an Assistant Professor of Special Education at Angelo State University.  He holds an EdD from Texas Tech University.  His research interests include co-teaching, online education, and Deaf and Hard of Hearing.  He is a member of the Council for Exceptional Children and has presented at numerous CEC state, divisional, and national conferences. 

Dr. Leah Carruth




Dr. Leah Carruth

Leah Carruth is an Assistant Professor at Angelo State University. She holds a Ph.D. from Texas Tech University. Her research interests include social and emotional development, early childhood, early readers and writers, and culturally responsive teaching. She regularly presents at national conferences including the National Association for the Education of Young Children, Kappa Delta Pi Convocation, and Whole Language Umbrella.






Picture of Dr. Raelye Self.




Dr. Raelye Self

Raelye Self is an Assistant Professor in the Department of Curriculum & Instruction at Angelo State University. She facilitates the principal and superintendent certification programs.   She holds an Ed.D. in Educational Leadership from Texas Tech University.  Her research interests are primarily focused upon principal preparation, effective school leadership practices, and competency-based curriculum. She presents at state and national conferences and is a member of numerous state, national, and international professional organizations. 





Picture of Dr. Tia Agan.

Dr. Tia Agan

Tia Agan is an Assistant Professor in the Department of Curriculum and Instruction at Angelo State University, where she oversees the graduate field experience program, including practicums in Professional School Counseling and School Administration and internships in Superintendent and Student Development and Leadership.  Dr. Agan has almost 30 years of experience in education as a teacher, public school administrator, university advisor, and instructor.  Her research interests include best practices in online education, certification, field experience, and practicums. She has several published articles, and she regularly presents at conferences such as the Southwest Educational Research Association, the Consortium of State Organizations of Texas Teacher Education, and the Delta Kappa Gamma Texas State Organization.


Picture of Dr. Brook Dickison.Dr. Brook Dickison

Brook Dickison is an Assistant Professor at Angelo State University. She holds a Ed.D. from Texas Tech University. Her research interests include education policy, higher education student development, higher education special populations such as veterans, and online higher education/adult learners. She is the chair of the West Texas Legislative Summit hosted by Angelo State University, Congressman Mike Conway, Senator Charles Perry, and State Representative Drew Darby.  She is a member of the San Angelo Chamber of Commerce Board of Directors and the United Way as the ASU representative.  She is a member of the Association for Supervision and Curriculum Development and the National Association of Student Personnel Administrators. 







Table of Contents

Full Articles Available Below. Please Click on the Title to Access

Investigating a Model of Mentoring for Effective Teaching

Dr. Lori Bird and Dr. Peter Hudson

Early Career Teacher Attrition: Searching for Answers in Preservice Preparation

Dr. Gloria Graham Flynn2

A Perceptual Assessment of Non-Traditional STEM Teacher Candidates: A University Partnership for Transition to Teaching

Dr. Gail Hughes, Dr. Alicia Cotabish, Dr. Carolyn Williams, and Dr. Donna Wake

Baby It’s Cold Outside: Perspectives on Teacher Retention and Student Achievement in Arctic Schools

Dr. Ute Kaden

Transformations to Serve English Learners: A Call for Innovative Partnerships in Educator Preparation

Dr. Joan Lachance

Successes and Struggles of Teaching: Perspectives of Beginning, Mid-Career, and Veteran Teachers

Dr. Alyson Lavigne and Dr. Amanda Bozack

Teacher Inquiry: A Foundation for Mentoring Teachers During Induction and Throughout Their Career

Dr. Michele Marable, Dr. Kristin Kurtsworth-Keen, Dr. Kelly Harper, and Dr. Karen Dutt-Doner

Perceptions of Transformational Leadership Behavior by Secondary Principals and Teachers in Diverse and Non-Diverse Schools

Dr. Fernando Valle and Dr. Gionet Cooper

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Call for Manuscripts

For the 2015 Winter issue, the journal is soliciting articles designed to promote student achievement through the effective preparation and retention of new teachers.


  1. Manuscripts should not exceed 15 typewritten pages, including references, charts, and tables.
  2. All manuscripts should conform to the Publication Manual of the American Psychological Association (2009, 6th ed.), including an abstract of 100-150 words.
  3. Authors must submit a cover letter explaining the relationship of the article to the journal’s purpose. The author must indicate that the manuscript represents original material and is not currently under consideration by any other publication.
  4. A cover page should include the following: title of the manuscript, author’s name and affiliation, contact information (email, phone, address), and a brief bio of the author(s), not exceeding 50 words per author.
  5. No identifying information (last name, affiliation) should be included beyond the cover page.
  6. Please include page numbers.

Submission Deadline:

Submissions are due by November 1, 2014 and should be made electronically to

The Journal of Teaching Effectiveness and Student Achievement editorial team will evaluate articles submitted for publication consideration. Manuscripts must adhere to the guidelines above, and authors should expect to receive notification of the publication decision within 6 weeks of the deadline. The editor reserves the right to make editorial changes, but any significant proposed changes will be discussed with the primary author prior to publication.

Reviewer Info

If you are interested in serving as a reviewer for the Winter 2015 issue, please send an email indicating your interest, as well as a copy of your vita and review experience, to Dr. Amy Williamson, Editor, at, or Dr. Blake Hightower, Assistant Editor, at  

The following timeline is expected for the 2015 Winter Issue:

  • Deadline to apply/volunteer as a reviewer for the 2015 issue: October 15, 2014
  • Manuscripts Due: November 1, 2014
  • Editorial Board Reviews: November 2014
  • Authors Contacted with Editorial Decision: Early December 2014
  • Editing and Final Changes Due: Mid-January 2015
  • Winter Issue Available: Late February/Early March 2015 


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