Research

Book Chapters

• Bailey, J., Rhone, R. (2022). In Kelly Brown, Rosemary Papa (Ed.), Creating intentional space for change: Reflection, examination, articulation and pursuance. Recipes to Combat the Isms: A Guidebook for Educational Leadership Preparation Programs.. ICPEL Press.

Refereed Journal Articles

• Rhone, R. (2023). Transcending Barriers and Traversing New Ones: School Leaders Extending Communities of Practice Through Twitter. NASSP Bulletin. https://journals.sagepub.com/doi/10.1177/01926365231198523

• Bailey, J. (Presenter & Author), Kaiser, F. (Presenter & Author), Atchley, S. (Presenter & Author), Rhone, R. (Presenter & Author), 2022 UCEA Conference, “Working across boundaries: School leaders redefining communities of practice through Twitter,” Conference, Seattle, Washington. (November 11, 2023).

• Bailey, J. (Presenter & Author), Kaiser, F. (Presenter & Author), Rhone, R. (Presenter & Author), Atchley, S. (Presenter & Author), 2023 AERA Annual Meeting, “Transcending Barriers and Traversing New Ones: School Leaders Extending Communities of Practice Through Twitter,” AERA, Chicago, IL – Virtual. (November 11, 2023).

• Leach, L. (Presenter & Author), Rhone, R. (Presenter & Author), Glaman, R. (Presenter & Author), 23 CPED Convening, “The Problem of Practice Identification (PoP) Spiral: Developing and Implementing an Innovative Framework to Scaffold the PoP Identification and Framing Process,” CPED, Pensacola, FL. (October 4, 2023).

• Rhone, R., 23 – Educational Excellence Week, “Introduction to NVivo – A Qualitative Data Analysis Software,” Tarleton State University. (April 19, 2023).

• Rhone, R., Cook, L. V. Taylor, 23 – Educational Excellence Week, “Qualitative Data Analysis Using NVivo – Lesson Learned,” Tarleton State University. (April 19, 2023).

• Rhone, R., Cook, L. V. Taylor, Putman, R. E., Stoker, S., Munsey, B., 23 – Educational Excellence Week, “The Power of Encouragement: A Panel Discussion,” Tarleton State University. (April 18, 2023).

• Rhone, R., Mishnick, N., 23 – Faculty Development Poster Session, “The Perceived Impact of a 14 Day Writing Challenge on Self Regulation Skills,” Educational Excellence Office, Stephenville. (April 4, 2023).

• Rhone, R., Mishnick, N., 2023 SERA, “The Perceived Impact of a 14 Day Writing Challenge on Self Regulation Skills,” Southwest Educational Research Association, San Antonio. (February 15, 2023).

• Jimerson, J. B. (Presenter & Author), Cara, J. (Presenter & Author), Paige, T. (Author Only), Jones, T. (Presenter & Author), Rhone, R. (Presenter & Author), Channell, A. (Author Only), AREA Annual Conference 2021, “Data walls, folders, & chats: How US teachers report using data with students.,” American Educational Research Association, San Diego, CA. (November 17, 2022).

• Jimerson, J. B. (Presenter & Author), Cara, J. (Presenter & Author), Paige, T. (Presenter & Author), Jones, T. (Presenter & Author), Rhone, R. (Presenter & Author), Channell, A. (Author Only), UCEA Annual Conference 2021, “Data walls, folders, & chats: How US teachers report using data with students.,” University Council for Educational Administration, Columbus, OH. (November 17, 2022).

• Jimerson, J. B. (Moderator), Coble Ginn, T. (Moderator), Paige, T. (Moderator), Rhone, R. (Panelist), UCEA Annual Conference 2021, “School Leaders and Resiliency in Times of Crisis: A Critical Conversation,” University Council for Educational Administration, Columbus, OH. (November 17, 2022).

• Leach, L. (Presenter & Author), Rhone, R. (Presenter & Author), Glaman, R. (Presenter & Author), 22 CPED Convening, “Using Simulation to Scaffold Problem of Practice Identification for Students,” CPED, Pittsburgh, PA. (October 11, 2022).

• Reyes, J. (Presenter Only), Rhone, R. (Presenter Only), Beach, D. M. (Presenter Only), Brock, J. (Presenter Only), 2022 COPIS, “Educational Leaders’ Reflections on Their Cultural Intelligence Self-Assessment,” Indianapolis, In. (October 6, 2022).

• Rhone, R. (Author Only), NTXCUG, “Expanding Opportunities in Canvas,” Canvas User Group North Texas, Region 11 – Fort Worth Texas. (April 22, 2022).

• Rhone, R. (Author Only), Educational Excellence Week, “#Principallife: Why Social Media?,” Tarleton State University, Online. (April 21, 2022).

• Rhone, R. (Author Only), Educational Excellence Week, “Expanding Student Engagement,” Tarleton State University, Online. (April 21, 2022).

• Cook, L. (Chair), Rhone, R. (Panelist), Educational Excellence Week, “The Wealth of Community for Diverse Faculty,” Tarleton State University, Online. (April 21, 2022).

• Rhone, R., Faculty Scholarship Cohort, “The Lived Experience of a Diverse Learning Community,” Tarleton State University, Tarleton State University – (March 17, 2022).

• Rhone, R., UCEA Annual Conference 2021, “Graduate Perspectives of College Readiness: The Impact of the Early College High school,” University Council for Educational Administration (UCEA), Columbus, OH. (November 23, 2021).

Internet

• Cultivate the Writer. (September 27, 2022).

Other

• 2022 Email & Youtube Video 14 Day WC. (February 2022).
• Email & Youtube Video. (February 2022).

Grant

• Rhone, R. (Principal), Ross, M. (Co-Principal), Baker, M. (Co Principal), “PERS (President’s Excellence in Research Scholars) 2023,” Sponsored by Tarleton State University, Tarleton State University, $19,114.52. Funded (May 1, 2023 – August 30, 2023).

• Rhone, R. (Principal), Edwards, A. (Co-Principal), “Dean’s Grant – Dual Credit Advising Experience,” Sponsored by Tarleton State University, Tarleton State University, $16,000.00. Funded (October 1, 2022 – June 30, 2023).

• Rhone, R., “1st Annual Hawaiian Celebration,” Sponsored by Hawaiian Brother, Tarleton State University, $300.00. Funded (February 16, 2022).

• PERS (President’s Excellence in Research Scholars) 2023, Tarleton State University. (April 2023).
• Awarded the Dean’s Innovation Grant, Dean – College of Education. (September 2022).

Refereed Journal Articles

• Kaiser, F., Bailey, J., Rhone, R., Atchley, S. Working across boundaries: School leaders redefining communities of practice through Twitter. NASSP Bulletin.

• “14-Day Writing Challenge and the lived experiences of EdD students.” (On-Going). The purpose of this study is to explore the lived experiences of EdD students who participate in a 14 day writing challenge. How does the writing challenge impact their writing practices, collective accountability, self-accountability, establish deadlines, and support their progress towards their final manuscript.
• “College advisors experience: The impact of dual credit on college advisement experiences” (On-Going). The purpose of this study is to explore the experiences and perspectives of college advisors who advise students with more 24 dual credit hours. Findings will provide insight and understanding of how dual credit impacts the college advising experience.
• “Creating space for creative critical thinking: The impact of paper airplanes, infographics, music, arts, and memes.” (Planning). The purpose of this study is to explore the impact student choices of alternative assignments to foster creative and critical thinking as student make connection of the academic content and leadership.
• “Data walls, folders, & chats: How US teachers report using data with students.” (Writing Results).
• “DC Students College advising experience: The impact of dual credit on college advisement experiences” (On-Going). The purpose of this study is to explore the college advising experiences from the perspectives students who come to college with more than 24 dual credit hours. Finds will provide insight and understanding of how dual credit support or fail to support student success.
• “Educational Leaders’ Reflections on Their Cultural Intelligence Self-Assessment” (Writing Results).
• This phenomenological study explored and sought to understand how educational leaders used the Cultural Intelligence Self-Assessment as a tool for reflecting on their own ability to function and lead effectively in diverse situations and settings.
• “Experience and Perspective of dual credit students in upper level college courses right out of high schoolperiences” (Planning). This study explores the perception and experiences of 1st-year dual credit students taking junior and senior level courses required for their degree. By understanding the challenges, needs, and misconceptions of dual credit students, colleges can develop strategic plans to support the experience and success of students. Thus, impacting student retention and degree completion.
• “The Perceived Impact of a 14 Day Writing Challenge on Self Regulation Skills of Doctoral Students” (Writing Results).
• The purpose of this study is to explore the impact of a 14 day writing challenge on doctoral students’ self-regulation skills. We used the following questions to frame our study: Did the 14 day writing challenge impact participants’ self-regulation and sense of connectivity to professors or other faculty members? What are the perceived impacts for professional and professional growth?
• “The Power of Encouragement” (Planning).
  • The purpose of this proposed study is to explore how intentional encouragement impacts the relationship between the students and professor. Findings from the study will contribute to the literature of practices of faculty in academia. In addition, this study will provide educational leaders and policy makers insight and understanding of the challenges, needs, and current practices used by faculty in online and face-to-face courses.
• “Transcending Barriers and Traversing New Ones: School Leaders Extending Communities of Practice Through Twitter” (Writing Results). This study investigates how school leaders are using Twitter to create a Community of Practice (CoP) while also examining stakeholders who are placing themselves within the CoP.
  • The research questions guiding this study are: 1. How do school leaders use Twitter to connect with others? and,
  • 2. Who wants access to the conversation?
• “Wealth of Community” (On-Going). Purpose of this study is to explore the lived experiences of faculty who participate in a diverse learning community.
• “Working across boundaries: School leaders redefining communities of practice through Twitter” (Writing Results).
  • This study investigates how school leaders are using Twitter to create and a Community of Practice. The research questions guiding this study are:
  • How do school leaders use Twitter to connect with others? and,
  • What are school leaders talking about on Twitter?