DeMatthews, D., Bettini, E., Billingsley, B. & Burns, E. (2025). Educators' perspectives on working conditions in inclusive elementary schools.. Journal of Learning Disabilities. doi:https://doi.org/10.1177/00222194251325.
Hart, T., DeMatthews, D. & Gümü?, S. (2025). Defining and enacting social justice leadership: An examination of principal and assistant principal perceptions. Leadership and Policy in Schools.
Su-Keene, E., DeMatthews, D. & Keene, A. (2024). Are principals really tireless? Conceptualizing the role of sleep in school leadership.
Management in Education. (
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Brown, C., McKenzie, L., Reyes, P., DeMatthews, D. & Woulfin, S. (2024). A case study of how principals in Texas conceptualize and support the school readiness of children entering their schools. Elementary School Journal, 125(2), 294–321.
Su-Keene, E., DeMatthews, D. & Keene, A. (2024). Principal work stress and its relationship with mental health, sleep quality, and leadership self-efficacy: An exploratory mixed-methods approach. Leadership and Policy in Schools. doi:https://doi.org/10.1080/15700763.2024.2373455.
DeMatthews, D. & Means-Parker, J. (2024). Inclusive principal leadership and family engagement: Strengthening parent participation in IEP meetings and beyond. The Clearing House, 97(4), 89–96. doi:https://doi.org/10.1080/00098655.2024.2373702.
Brown, C., Reyes, P., McKenzie, L., DeMatthews, D. & Woulfin, S. (2024). Principals' instructional leadership and support needs in prekindergarten and kindergarten: A case study in Texas. AERA Open. doi:https://doi.org/10.1177/23328584241288.
Voulgarides, C. & DeMatthews, D. (2024). Leading for equity and inclusion at the intersections of disability and race: Integrating general and special education strategies in school leadership. Journal of Cases in Educational Leadership, 27(4), 3–9.
Ripma, T., DeMatthews, D. & Voulagarides, C. (2024). Addressing inequity in special education referrals: Integrating general and special education strategies in school leadership. Journal of Cases in Educational Leadership, 27(4), 105–121.
DeMatthews, D. E., Aylward, A., Knight, D. & Reyes, P. (2024). Why are there so few Latinas in the Texas superintedency?. Journal of Latinos and Education, 1–9.
DeMatthews, D. E., Aylward, A., Knight, D. & Reyes, P. (2024). Understanding the superintendent pipeline: A call for a national longitudinal dataset. Educational Researcher, 53(1), 184–187.
Kramarczuk Voulagarides, C. & DeMatthews, D. E. (2024). The ebbs and flows of equity work amongst organizational shocks and crisis. Journal of Educational Change, 25(1), 127–149.
Duncheon, J., DeMatthews, D. E. & Smith, T. (2023). Cream skimming in an early college high school: A first year principal's dilemma in a high performing campus. Journal of Cases in Educational Leadership.
Duncheon, J. & DeMatthews, D. E. (2023). Exploring the principal's role in cross-sector partnerships: Sensemaking and politics in a high-performing early college high school. AERA Open, 9(1), 1–16.
DeMatthews, D., Reyes, P., Solis, J. & Knight, D. (2023). Principal perceptions of the distance learning transition during the pandemic. Educational Policy, 37(3), 653–675.
DeMatthews, D. E. & Wang, Y. (2023). How can principals lead in the school improvement planning process? Reducing biases in shared decision making. The Clearing House, 96(2), 43–51.
DeMatthews, D. E., Childs, J., Knight, D., Cruz, P. & Clarida, K. (2023). More than meets the eye: Rural principal turnover and job embeddedness. Leadership and Policy in Schools, 22(1), 181–199.
Brown, C. & DeMatthews, D. E. (2023). There's a shooting at the middle school. Educational Forum, 87(2), 32–50. doi:10.1080/00131725.2022.2065712.
DeMatthews, D. E., Reyes, P., Carrola, P., Edwards, W. & James, L. (2023). Novice principal burnout: Exploring secondary trauma, working conditions, and coping strategies in an urban district. Leadership and Policy in Schools, 22(1), 181–199. doi:10.1080/15700763.2021.1917624.
DeMatthews, D. E., Knight, D. & Shin, J. (2022). The principal-teacher churn: Relationships between leadership turnover and teacher attrition. Educational Administration Quarterly, 58(1), 76–109. doi:10.1177/0013161X211051.
Su-Keene, E. & DeMatthews, D. E. (2022). "Savoring" the joy: Reducing principal burnout and improving well-being through positive psychology interventions. The Clearing House, 95(5), 210–2019. doi:10.1080/00098655.2022.2097623.
DeMatthews, D. E. & Mueller, C. (2022). Principal leadership for inclusion: Supporting positive student identity development for students with disabilities. Journal of Research on Leadership Education, 17(4), 315–332. doi:10.1177/19427751211015.
Coviello, J. & DeMatthews, D. E. (2021). Knowing your audience: Understanding urban superintendents' process of framing equitable change. Journal of Educational Administration, 59(5), 582–597. doi:10.1108/JEA-07-2020-0164.
Coviello, J. & DeMatthews, D. E. (2021). Failure is not final: Principal perspectives on creating inclusive schools for students with disabilities. Journal of Educational Administration, 59(4), 514–531. doi:10.1108/JEA-08-2020-0170.
DeMatthews, D. E., Carola, P., Knight, D. & Reyes, P. (2021). School leadership burnout and job-related stress: Recommendations for district administrators and principals. The Clearing House, 94(4), 159–167. doi:10.1080/00098655.2021.1894083.
Edwards, D. B., DeMatthews, D. E., Spear, A. & Hartley, H. (2021). Community participation and empowerment in marginalized contexts: Leveraging parental involvement, adult education, and community organizing through social justice leadership. Compare: A Journal of Comparative and International Education, 51(8), 1190–1207. doi:10.1080/03057925.2020.1717927.
DeMatthews, D. E. & Serafini, A. (2021). Do good principals do bad things? Examining the bounds of ethical behavior in the context of high-stakes accountability. Leadership and Policy in Schools, 20(3), 35–354. doi:10.1080/15700763.2019.1668023.
DeMatthews, D., Serafini, A. & Watson, T. (2021). Leading inclusive schools: Principal perceptions, practices and challenge to meaningful change.
Educational Administration Quarterly,
57(1), 3–48. (
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DeMatthews, D., Carrola, P., Knight, D. & Reyes, P. (2021). How to reduce principal burnout and job-related stress: Recommendations for district administrators and principals.
The Clearing House,
94(4), 159–167. (
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Coviello, J. & DeMatthews, D. (2021). Failure is not final: Principal perspectives on creating inclusive schools for students with disabilities. Journal of Educational Administration, 59(4), 514–531.
Coviello, J. (2021). Knowing your audience: Understanding urban superintendents' process of framing equitable change.
Journal of Educational Administration,
59(5), 582–597. (
View)
DeMatthews, D. (2020). Addressing racism and ableism in schools: A DisCrit leadership framework for principals.. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(1), 27–34.
DeMatthews, D. & Izquierdo, E. (2020). Supporting Mexican American immigrant students on the border: A case study of culturally responsive leadership in a dual language elementary school.. Urban Education, 25(2), 164–182.
DeMatthews, D., Serafini, A. & Watson, T. (2020). Leading inclusive schools: Principal perceptions, practices, and challenges to meaningful change. Educational Administration Quarterly.
Edwards, D., DeMatthews, D., Spear, A. & Hartley, H. (2020). Community participation and empowerment in marginalized contexts: Leveraging parental involvement, adult education, and community organizing through social justice leadership. Compare: A Journal of Comparative and International Education.
Kotok, S., DiMartino, C. & DeMatthews, D. (2020). Principals and district leaders navigating the marketplace: Lessons from Texas, New York, and Pennsylvania. Journal of School Leadership.
DeMatthews, D., Billingsley, B., McLeskey, J. & Sharma, U. (2020). Principal leadership for students with disabilities in effective inclusive schools. Journal of Educational Administration.
Farr, B., Gandomi, M. & DeMatthews, D. (2020). Implementing restorative justice in an urban elementary school: A principal's commitment and experiences eliminating exclusionary discipline. Journal of Cases in Educational Leadership, 23(3), 48–62.
DeMatthews, D., Knight, D., Reyes, P., Benedict, A. & Callahan, R. (2020). From the field: Education research during a pandemic. Educational Researcher.
DeMatthews, D., Scheffer, M. & Kotok, S. (2020). Useful or useless? Principal perceptions of the Texas principal evaluation and support system. Journal of Researcher on Leadership Education.
DeMatthews, D. (2020). Undoing systems of exclusion: Exploring inclusive leadership and systems thinking in two inclusive elementary schools. Journal of Educational Administration.
Duncheon, J. & DeMatthews, D. (2019). Early college high school principals: Preparing historically underrepresented students for college success. NASSP Bulletin, 42(1), 269–290.
DeMatthews, D. & Brown, C. (2019). Urban school leadership and community violence: Principal perspectives and proactive responses in meeting the mental health needs of students.. Educational Forum, 83(1), 28–43.
DeMatthews, D. & Tarlau, R. (2019). Activist principals: Leading for social justice in Ciudad Juarez, Baltimore, and Brazil.. Teachers College Record, 121(4), 1–36.
DeMatthews, D. & Knight, D. (2019). The Texas special education cap: An investigation into the statewide delay and denial of support to students with disabilities.. Education Policy Analysis Archives, 27(2), 1–34.
Callahan, R., DeMatthews, D. & Reyes, P. (2019). The impact of Brown on EL students: Addressing linguistic and educational rights through school leadership practice and preparation.. Journal of Research on Leadership Education, 14(4), 281–307.
DeMatthews, D. & Knight, D. (2019). Denying special education to students in need: A case of accountability, compliance, and fear in a Texas elementary school.. Journal of Cases in Educational Leadership, 22(1), 55–72.
DeMatthews, D., Carrola, P., Knight, D. & Izquierdo, E. (2019). Principal burnout: How urban school leaders experience secondary trauma on the U.S.-Mexico border.. Leadership and Policy in Schools, 18(4), 681–700.
DeMatthews, D., Kotok, S. & Serafini, A. (2019). Leadership preparation for special education and inclusive schools: Beliefs and recommendations from successful principals.. Journal of Research on Leadership Education.
DeMatthews, D. & Serafini, A. (2019). Do good principals do bad things? Examining the bounds of ethical behavior in the context of high-stakes accountability.. Leadership and Policy in Schools.
DeMatthews, D. & Izquierdo, E. (2019).
Dual language education: Teaching and leading through two langauges. Netherlands: Springer. (
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Pazey, B. & DeMatthews, D. (2019). The quest for identity, stability, recognition and voice within a turnaround urban high school: An account of students with dis/Abilities seeking to break loose from accountability reform. Urban Education, 54(7), 919–956. doi:10.1177/0042085916666930.
Knight, D. & DeMatthews, D. (2018). Expanding the use of educational data for social justice: Lessons from the Texas cap on special education and implications for practitionerscholar preparation.. Journal of Research on Leadership Education. doi:https://doi.org/10.1177/1942775118783710.
DeMatthews, D. (2018).
Community engaged leadership for social justice. New York, NY: Routledge. (
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DeMatthews, D. (2018). Urban principal narratives on including black boys with emotional disabilities. Journal of School Leadership, 28(3), 401–430.
DeMatthews, D. (2018). School leadership, social capital, and community engagement: A case study of an elementary school in Ciudad Juarez, Mexico. School Community Journal, 28(1), 167–194.
DeMatthews, D. & Izquierdo, E. (2018). The role of principals in developing dual language education: Implications for social justice leadership and preparation.. Journal of Latinos and Education, 17(1), 53–70.
Carey, R., Yee, L. & DeMatthews, D. (2018). Power, penalty, and critical praxis: Employing intersectionality in educator practices to achieve school equity. Educational Forum, 8(2), 111–130.
Kotok, S. & DeMatthews, D. (2018). Challenging school segregation in the 21st century: How districts can leverage dual language education to increase school and classroom diversity. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 17(1), 53–70.
Billingsley, B., DeMatthews, D., Connally, K. & McLeskey, J. (2018). Leadership for effective schools: Considerations for preparation and reforms. Australasian Journal of Special Education, 42(1), 65–81.
Knight, D. & DeMatthews, D. (2018). The Texas "cap" on special education: A call for proactive measures for preventing the next scandal. Journal of Research on Leadership Education.
DeMatthews, D. (2018). Now is the time for superintendents to get political: Harmful immigration policies highlight the need for advocacy that puts children first.
Education Week. (
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DeMatthews, D., Carey, R., Olivarez, A. & Moussavi-Saeedi, K. (2017). Guilty as charged? Principals' perspectives and enactment of suspension and the racial discipline gap. Educational Administration Quarterly, 53(4), 519–555.
DeMatthews, D., Pazey, B. & Gregory, B. (2017). Are students with disabilities being denied special education in Texas?.
Teachers College Record. (
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Edwards, D., DeMatthews, D. & Hartley, H. (2017). Accountability and competition for charter schools? Theory versus reality in concession schools in Bogota, Columbiao. Education Policy Analysis Archives, 25(10), 1–32.
DeMatthews, D., Izquierdo, E. & Knight, D. (2017). Righting past wrongs: A superintendent's social justice leadership for dual language education along the U.S.-Mexico border. Education Policy Analysis Archives, 25(1), 1–28.
DeMatthews, D. & Izquierdo, E. (2017). Authentic and social justice leadership: A case study of an exemplary principal. Journal of School Leadership, 27(3), 333–360.
DeMatthews, D. (2017). Preparing principals on the U.S.-Mexico border and beyond: A call to confront fear, uncertainty, and marginalization of Mexican American students.
Journal of Latinos and Education. (
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DeMatthews, D. (2016). Social justice dilemmas: Evidence on the successes and shortcomings of three principals trying to make a difference. International Journal of Leadership in Education.
DeMatthews, D. & Edwards, D.. (2016). Social justice leadership and community engagement: A successful case from Ciudad Juarez, Mexico. Educational Administration Quarterly, 52(5), 754–792.
DeMatthews, D. (2016). Competing priorities and challenges: Principal leadership for social justice along the U.S.-Mexico border. Teachers College Record, 118(11), 1–38.
DeMatthews, D. (2016). Effective leadership is not enough: Critical approaches to closing the racial discipline gap. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 89(1), 7–13.
DeMatthews, D. (2016). The racial discipline gap: Critically examining policy, culture, and leadership in a struggling urban district. Journal of Cases in Educational Leadership, 19(2), 82–96.
Coviello, J. & DeMatthews, D. (2016). This too shall pass: A new principal's experience with school improvement. Journal of Cases in Educational Leadership, 19(2), 43–51.
DeMatthews, D. & Izquierdo, E. (2016). School leadership for Latina/o bilingual children: A social justice leadership approach. Educational Forum, 80(3), 278–293.
DeMatthews, D. (2016). Texas campus carry law's implications on social justice preparation. Teachers College Record.
Carrola, P., DeMatthews, D. & Shin, S. (2016). Managing the duality of security and mental health needs through sense making. Clinical Supervisor, 35(2), 249–267.
Knight, D., Izquierdo, E. & DeMatthews, D. (2016). A balancing act: School budgeting and resource allocation on a new dual language campus. Journal of Cases in Educational Leadership, 19(4), 32–46.
Sorenson, R., Goldsmith, L. & DeMatthews, D. (2016).
The principal's guide to managing time: Instructional leadership in the digital age. Thousand Oaks, CA: Corwin Press. (
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DeMatthews, D. (2016). The principal as community advocate, pp. 20–24. (
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DeMatthews, ZD. (2015). Making sense of social justice leadership: A case study of a principal's experiences to create a more inclusive school. Leadership and Policy in Schools, 14(2), 139–166.
DeMatthews, D. & Mawhinney, H. (2015). Social justice leadership and inclusion: Exploring challenges in an urban district struggling to address inequities. Educational Administration Quarterly, 50(5), 844–881.
DeMatthews, D. (2015). Getting teacher evaluation right: What principals need to know. Educational Forum, 79(1), 81–89.
DeMatthews, D., Mungal, A. & Carrola, P. (2015). Despite best intentions: A critical analysis of social justice leadership and decision making. Administrative Issues Journal, 5(2), 1–21.
DeMatthews, D. (2015). Clearing a path for inclusion: Distributing leadership in a high performing elementary school. Journal of School Leadership, 25(6), 139–166.
DeMatthews, D. & Edwards, D. (2014). Preparing school leaders for special education: Old criticisms and new directions. School Leadership Review, 9(2), 41–50.
DeMatthews, D. (2014). Deconstructing systems of segregation: Leadership challenges in an urban school. Journal of Cases in Educational Leadership, 17(1), 55–69.
Edwards, D. & DeMatthews, D. (2014). Historical trends in educational decentralization in the United States and developing countries: A periodization and comparison in the post-WWII context. Education Policy Analysis Archives, 22(46), 1–39.
DeMatthews, D. (2014). Principal and teacher collaboration: An exploration of distributed leadership in professional learning communities. International Journal of Educational Leadership and Management, 2(2), 176–206.
DeMatthews, D. (2014). How to improve curriculum leadership: Integrating leadership theory and management strategies. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 87(5), 1–5.
DeMatthews, D., Edwards, D. & Nelson, T. (2014). Identification problems: U.S. special education eligibility for English language learners. International Journal of Educational Research, 68, 27–34.
DeMatthews, D. (2014). Dimensions of social justice leadership: A critical review of actions, challenges, dilemmas, and opportunities for the inclusion of students with disabilities in U.S. schools. International Journal of Education for Social Justice, 2(3), 197–222.
DeMatthews, D. (2014). Looks like ten miles of bad road: Cheating, gaming, mistrust, and an interim principal in an urban Texas high school. Journal of Cases in Educational Leadership, 17(4), 19–33.
DeMatthews, D. & Mawhinney, H. (2013). Addressing the inclusion imperative: An urban school district's responses. Education Policy Analysis Archives, 21(61), 1–30.
Daniel J Geist, Ph.D., expected 2028 (Supervisor)His research interests broadly examine nationwide school choice and privatization movements and politics' influence on education policy agenda setting.
Torri D Hart, Ph.D., expected 2026 (Supervisor)Focuses on rural school and district leadership and inclusive leadership practices for students with disabilities
Tye Ripma, Ph.D., expected 2025 (Supervisor)Tye uses organizational theories and qualitative methodologies to examine how organizational structures influence collaboration between special and general education actors at each level of the public educational ecosystem: federal, state, regional, and local
Lebon James, Ph.D., 2025 (Supervisor)
University of Texas at Austin
High Pressure, High Stakes: How Workload and Support Influence Teacher Retention and Student Achievement
Jose Garza, Ed.D., 2025 (Supervisor)
University of Texas at Austin
The Role of the Principal in Enhancing Student Achievement: A Case Study
Jennifer Garcia, Ed.D., 2025 (Supervisor)
University of Texas at Austin
Understanding and Supporting the Elementary to Middle School Transition: A Case Study in One Urban Feeder Pattern
Tye Ripma, Ph.D., 2025 (Supervisor)
University of Texas at Austin
It's a Different Law, but It's the Same Kids: State Educational Agencies and Coherent School Improvement for Students with Disabilities
Elizabeth Casas, Ed.D., 2025 (Supervisor)
University of Texas at Austin
Leadership Practices in Inclusive Education: Exploring an Elementary Principal's Influence on Academic Outcomes for Students with Disabilities
Alejandro Gongora, Ed.D., 2025 (Supervisor)
University of Texas at Austin
Emergent Bilingual Parent Involvement: A Case Study of Lessons Learned
Kimberly Clarida, Ph.D., 2024 (Supervisor)
University of Texas at Austin
Uncovering the Black Box: The Hiring of Black Educators for Principalship Positions in Suburban Contexts
Valerie Sterne, Ph.D., 2024 (Supervisor)
University of Texas at Austin
Multi-Case Study of Controlled Choice Enrollment Policies in K-12 Public Schools
Donaldson Emily, M.A., 2024 (Supervisor)
University of Texas at Austin
Edgar Manuel Torres Ovando, Ph.D., 2024 (Supervisor)
University of Texas at Austin
From Policy to Practice: Examining Funding, Spending, and Academic Outcomes for English Learners in Texas
Sandra Barrios, Ed.D., 2023 (Co-supervisor)
University of Texas at Austin
COVID-19 and Principals' Levels of Stress, Burnout, and Intentions to Quit: A Correlational Study
Luis Hinojosa, Ed.D., 2023 (Supervisor)
University of Texas at Austin
Financial Risk: Charter School-Specific Risk Factors and Idiosyncratic Risk
Julie Parker-Means, M.A., 2023 (Supervisor)
University of Texas at Austin
Angela Dominguez, Ed.D., 2022 (Supervisor)
University of Texas at Austin
Retaining Principals in High Poverty Public Schools
Dustin Binnicker, Ed.D., 2022 (Supervisor)
University of Texas at Austin
Non-Traditional Pathways to the Superintendency
Sarah De La Garza, Ph.D., 2022 (Committee Member)
University of Texas at Austin
A Texas Landscape: A Typology of Bilingual and ESL Teacher Preparation Program
Profiles
Diana Nunez, Ed.D., 2022 (Co-supervisor)
University of Texas at Austin
Lived Experiences of Urban High School Principals: Working Conditions, Stress, and Burnout During the COVID-19 Pandemic
Angel Wilson, Ed.D., 2022 (Committee Member)
University of Texas at Austin
Stress and Burnout of Principals Who Lead Historically Underperforming Schools
Michael Love, Ed.D., 2022 (Committee Member)
University of Texas at Austin
The Effectiveness of a Dual Credit Program on Black and Hispanic Students in an Urban School District
Mya Kendrick-Mercer, Ed.D., 2020 (Committee Member)
University of Texas at Austin
Principal Talent and Talent Development: The Case in One Suburban Texas School District
Stephanie Elizalde, Ed.D., 2019 (Committee Member)
University of Texas at Austin
Texas School Finance System: Superintendents' Perceptions of Funding Issues Contributing to Equity and Adequacy
Ryan Zysk, Ed.D., 2019 (Committee Member)
University of Texas at Austin
Learning to Manage the Fiscal Responsibilities of the Superintendency
James Coviello, Ed.D., 2018 (Supervisor)
University of Texas at El Paso
'Framing' Equity: Using Frame Analysis to Explore Superintendents' Attempts to Implement Policies for Equity
Brenda Chacon-Robles, Ed.D., 2018 (Supervisor)
University of Texas at El Paso
Improving Instructional Leadership: A Multi-Case Study of Principal Perspectives on Formal Evaluations
