Recent Works
Parent: 21CSLA (21st Century California School Leadership Academy)
eScholarship stats: History by Item for July through October, 2026
| Item | Title | Total requests | 2026-10 | 2026-09 | 2026-08 | 2026-07 |
|---|---|---|---|---|---|---|
| 6t22085f | Building Bridges: Family Engagement Approaches Among Transitional Kindergarten Teachers (TK Survey Part 4) | 107 | 37 | 58 | 12 | |
| 1c41h0xn | Ethical AI: The Skills and Knowledge Equity Leaders Need | 106 | 46 | 56 | 4 | |
| 7c252035 | Professional and Social Support Networks for California Transitional Kindergarten Teachers (TK Survey Part 1) | 106 | 29 | 66 | 11 | |
| 3tx3r55m | Educational Innovations Spurred by the Pandemic | 102 | 49 | 41 | 12 | |
| 8rn0s5kj | Inquiry as an Essential Practice for Equity-Centered Leaders and Teachers | 94 | 34 | 45 | 15 | |
| 6p70320r | Finding Resilience During the COVID-19 Pandemic: Perspectives from School Principals (Part 4/Volume 4) | 87 | 23 | 42 | 22 | |
| 3fk526v7 | Early Learning with LEGO Robotics | 73 | 37 | 27 | 9 | |
| 78f5f7bs | Transformative Learning of School Leaders: The Role of Professional Community for Critical Reflection | 71 | 41 | 22 | 8 | |
| 3q96k3g7 | Equity-Driven Leadership in Rural Education | 68 | 18 | 45 | 5 | |
| 7n11b6cz | Approaching Research–Practice Partnerships: Considerations for Equity-Oriented School Leaders | 66 | 18 | 37 | 11 | |
| 9ps2x6xq | School Climate and Teacher Well-Being in Transitional Kindergarten Education: Insights Into Compassion Fatigue, Compassion Satisfaction, and Turnover Intention (TK Survey Part 3) | 66 | 18 | 33 | 15 | |
| 7tr423g9 | Prioritizing Individual and Collective Self-Care as an Essential Practice for Equity-Focused Leaders | 65 | 30 | 25 | 10 | |
| 8sr660sr | Insights for Educators and School Leaders: Understanding and Addressing Online Hate Speech | 65 | 35 | 18 | 12 | |
| 3124w032 | Creating Safe Spaces: Exploring Trauma-Informed Practices in Transitional Kindergarten Education (TK Survey Part 2) | 62 | 20 | 37 | 5 | |
| 4v18s75p | The Impact of Teacher Shortage on Universal Transitional Kindergarten: Implications for Progress | 59 | 32 | 20 | 7 | |
| 2d6941nz | Finding Resilience During the COVID-19 Pandemic: Perspectives from School Leaders | 56 | 23 | 24 | 9 | |
| 5q50j5gd | Equity-Centered School Leadership Coaching | 56 | 27 | 21 | 8 | |
| 7t175496 | Equity-Focused Leadership in Rural California: Understanding Rurality, Indigenous Education, and Disaster Preparedness | 56 | 24 | 19 | 13 | |
| 2tf012n8 | A New Model for Expanding P–3 Leadership Development in California | 53 | 21 | 32 | ||
| 4818z84c | Teachers’ Experiences with Trauma-Informed Practices as Early Implementers of UTK Expansion (TK Survey Part 5) | 53 | 24 | 16 | 13 | |
| 55w9n7gh | Centering Equity in School Leadership Communities of Practice | 52 | 31 | 14 | 7 | |
| 2s0505gt | Diversifying the Education Workforce | 51 | 23 | 24 | 4 | |
| 8f8874kx | Designing With Equity: How Communities of Practice Foster Educational Leaders’ Development Through Self-Determination Theory | 50 | 29 | 12 | 9 | |
| 4nw9519m | Finding Resilience During the COVID-19 Pandemic: Perspectives from School Leaders (Part 3) | 48 | 20 | 21 | 7 | |
| 5202q29j | How Understanding Continuous Improvement Through Lesson Study Can Inform Leading for Equity | 48 | 24 | 15 | 9 | |
| 69h6344r | Developing the Equity Leadership of California Assistant Principals and Other Site Administrators | 48 | 23 | 16 | 9 | |
| 2sc1q2b4 | Preparing California School Leaders for Young Learners in the UTK Initiative | 43 | 24 | 12 | 7 | |
| 6bd9262p | Innovations in Teaching During the Pandemic | 40 | 20 | 13 | 7 | |
| 09h7f8zp | Insights from California’s TK Educators and Leaders | 36 | 19 | 15 | 2 | |
| 5p85h394 | Affinity in Action: Facilitator Practices That Sustain and Uplift Leaders of Color in Education | 35 | 13 | 12 | 10 | |
| 3388h4wf | Finding Resilience During the COVID-19 Pandemic: Perspectives from School Leaders (Part 2) | 22 | 11 | 5 | 6 |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.