From The Editor’s Desk
Welcome to the fifth issue of the Oklahoma Education Journal. In this edition, we present the results of the second annual Oklahoma Education Poll. This year’s poll draws from a representative sample of 997 Oklahomans and explores a range of major policy issues affecting PK-12 education in the state.
In the fall of 2025, Oklahoma’s Strong Readers Act will go into effect. The new law emphasizes research-based literacy instruction rooted in phonics, vocabulary development, and comprehension. In this issue, reading scholars Sonia Cabell and C.J. Espittia explain what the Science of Reading is and how it can inform literacy instruction for children in Oklahoma.
We also feature an article by David Vinson of Warner Public Schools. When Vinson became superintendent of the district in 2012, its schools had a “C” rating on Oklahoma’s state report card. Since then, Warner’s schools have consistently earned “A” grades for performance. Vinson argues that school leaders must embrace accountability for performance if they are to improve student achievement.
In addition, OU’s Curt Adams shares his empirical research examining the relationship between need-supportive principal-teacher conversations and teacher burnout. His findings indicate that principals’ use of need-supportive conversational techniques is strongly linked to lower levels of teacher burnout. Finally, Stephanie Al Otaiba reviews OU professor Vickie Lake’s newly published book From ABD to PhD & EdD: Navigating the Final Stretch of Your Doctoral Journey.
I want to remind readers that OEJ encourages your feedback on the journal as well as your comments on our articles. Send your feedback to: Daniel_Hamlin@ou.edu. We also invite unsolicited submissions, which will receive full consideration for publication in OEJ.
Journal Content
The Oklahoma Education Journal spans the boundaries of research, policy, and practice through a variety of features. In Relevant Evidence articles, the journal spotlights empirical studies performed in Oklahoma while Research Review pieces offer unbiased syntheses of national research on education issues affecting Oklahoma’s schools. Each issue includes profiles of state leaders, exploring innovative programs and approaches to school leadership. In Point-Counterpoint features, contributors present well-reasoned arguments on opposing sides of a policy debate. Additionally, journal contributors produce legal analyses, book reviews, school health and wellness features, dissertation research, professional learning initiatives, and updates on state education news, events, and resources.
Our Commitment to Readers
The editorial team is unwavering in its commitment to presenting accurate information to the greatest extent possible. We aim for neutrality and balance. The journal does not advocate for any political groups, ideologies, or programs. These promises to the readership guide the work of the editorial team and staff.
Author Bio
Daniel Hamlin is Professor of Education Policy and Research Director of the Leadership and Policy Center for Thriving Schools and Communities (THRIVE) at the University of Oklahoma.
