Excelsior provides a forum to explore issues related to teaching and learning at public and independent colleges and universities with programs in educator and leader preparation. Excelsior is published twice a year. The journal is published in an online format.
Excelsior: Leadership in Teaching and Learning is a peer-reviewed, fully open-access journal provided by the professional association NYACTE (New York Association of Colleges for Teacher Education). The Journal welcomes original, thought-provoking manuscripts of various formats, including papers presenting research on issues and practices important to teacher education that contribute to the preparation and professional development of educators.
Excelsior: Leadership in Teaching and Learning became a fully online, open-access journal in 2018. There are no fees to submitting authors for article processing charges, publication charges, or otherwise, and a subscription is unnecessary to read. All articles as of Issue 11, Volume 1, 2018 are open-access. Back issues of Excelsior are currently available only in print. Contact the editors if you have questions on the back issues.
Excelsior: Leadership in Teaching and Learning is supported by NYACTE and sponsored by the Syracuse University Libraries.
Current Issue: Volume 16, Issue 2 (2024)
Articles
Table of Contents
Excelsior
Message from the President
Excelsior
Letter from the Editors
Jesslyn Hollar, Joelle Fingerhut, and Stephanie Purington
Implementation of RtI as a Part of Multi-Tiered Systems of Support: What Teachers, Administrators, and Teacher Educators Need to Know
Susan Polirstok and Joseph A. Hogan
Cultivating Culturally Responsive-Sustaining Approaches to Social and Emotional Learning for Students with or At-risk for Emotional and Behavioral Dis/abilities
Sharde Theodore, Lindsay Romano, Fanica Young, Danica Moise, and Tahnee Wilder
Teachers' Experiences of Using Play and Al's Pals to Teach Socio-Emotional Skills Through Coaching Support Models
Deborah Tamakloe, Elizabeth Powers, Alisa Landis, and Lori McCracken
“Don’t Call on Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety in a Problem-Based Classroom
Christina Koehne, WenYen Huang, and Nataly Chesky
