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Exploring the perceptions and experiences of school building leaders at public charter schools and the impact they have on the provision of physical education in charter school settings
Full text linkThis qualitative phenomenology study aimed to explore the perceptions of school principals regarding physical education (PE) and its impact on school programming. Semi-structured interviews were conducted with ten school principals in an urban charter school district in the United States. The interviews were transcribed, and data were analyzed using the phenomenological approach under the lens of teacher socialization.
The findings of the study revealed that physical education was perceived as an inferior subject compared to core subjects such as mathematics, science, and language arts. School leaders viewed PE as less important than other subjects and often reduced its instructional time to allocate more time to core subjects. Additionally, the study found that school leaders had limited knowledge of physical education and its importance in promoting student health and well-being.
The study highlights the negative impact of these perceptions on school programming, particularly on the quality and quantity of physical education offered to students. Reduced instructional time for PE and the lack of understanding of its importance by school leaders can have a detrimental effect on student health, academic achievement, and overall well-being.
The study concludes that there is a need for increased awareness and education among school leaders about the importance of physical education in promoting healthy lifestyles and academic success. This can be achieved through professional development opportunities, collaboration with physical education teachers, and promoting the importance of physical education in school policies and programs
Project hope: the impact of coaching and transformation among returning citizens
Full text linkThe study of psychological transformation within the prison context appears nascent with few academic articles to be found on the subject. The few that do exist suggest that transformation in the prison context is possible. Drawing from the academic literature regarding psychological transformation, inclusive of Hope Theory and Self-efficacy Theory, this qualitative research sought to understand how cognitive coaching programs within United States prisons may foster psychological transformation and increased likelihood of societal reentry success for returning citizens. The research sits at the intersection of coaching and theories associated with psychological transformation and explores the consequences of a single carceral-based cognitive coaching program. Semi-structured interviews provided insight into participants’ journeys from surviving to thriving as they experienced hope formation and transformation through the program. A new framework was developed to describe the transformation process experienced by participants who have returned to society and are exhibiting a remarkably low recidivism rate while manifesting wellness evidences, such as securing and maintaining employment. Findings showed that coaching programs within the prison context have the potential to materially improve the likelihood of post-release success for returning citizens. Findings support the use of cognitive coaching focused programs to aid hope formation and transformation for incarcerated persons, and later post-release wellness for those who become returning citizens, thereby blunting prevailing U.S. recidivism rates of 50% to \u3e80% and aiding in addressing labor shortages. These findings have important implications for leadership of correctional institutions and governments, who can choose to implement such programs to reduce recidivism
Millennial leadership practices: how are they choosing to lead using the lens of their managerial style
Full text linkDespite millennials comprising over one-third of the current workforce, empirical research regarding their leadership practices remains limited. This study aimed to address this gap by investigating: (1) the preferred leadership practices of millennial leaders, and (2) whether millennial characteristics indicate a preference for specific leadership styles. Data were collected from 48 millennial leaders in the United States through online surveys, supplemented by 16 virtual interviews. The analysis revealed that millennial leadership practices, consistent with servant leadership principles, emphasized empowerment and delegation, relationship and community building, and trust cultivation
Identifying the best practices of wilderness-immersion programs to support veterans’ transition from the military to college
Full text linkThis study identified best practices for designing and implementing wilderness-immersion programs to support student veterans transitioning from military service to college. It used a sequential explanatory mixed-methods design. Phase 1 of the study involved a Delphi approach wherein an expert panel of program facilitators, university staff, mental health providers, and student veterans rated and refined an initial set of best practices drawn from literature. Veterans Affairs directors provided feedback in a focus group format to refine the framework. This study contributes practical, evidence-based guidelines to enhance the academic, social, and emotional success of student veterans through wilderness-immersion interventions. Findings from the study yielded a comprehensive, consensus-based framework composed of 66 endorsed elements across six domains: Location and Setting, Activity Design, Facilitation Approach, Group Dynamics and Social Bonding, Identity Exploration and Development, and Reflective and Integration Practices. Analysis across the Delphi and focus group data revealed five cross-cutting themes central to effective program design: nature as co-facilitator of transformation, narrative and meaning-making, nervous system regulation, agency and self-authorship, and relational repair and peer belonging. Conclusions from the study suggest that veteran transition programs benefit most when they are trauma-informed, identity-centered, and co-designed with veterans themselves. Implications for practice include the importance of integrating academic support visibly, offering modular participation options, and establishing campus and nonprofit partnerships to support program delivery. The findings extend prior literature by shifting from top-down, clinical or institutional approaches to transition, toward relational and experiential models that engage the whole person. This research offers a transformative vision for how nature-based programs can serve as effective bridges from military to collegiate life, and it provides actionable guidance for practitioners, institutions, and funders seeking to implement such interventions at scale
High school counselor perceptions of trauma-informed professional development and implementation of trauma-informed practices in schools
Full text linkThis non-experimental phenomenological study aimed to delve into school counselors’ perspectives on what motivates them to participate in trauma-informed professional development, the necessary supports for implementing trauma-informed practices in schools (TIPS), and the barriers that impede implementation. Drawing on situated learning theory and adult learning theory, this study sought to enhance the understanding of school counselors’ views on trauma-informed professional development and implementation. These frameworks offered valuable insights into how to support counselors and shed light on existing barriers. The study involved 10 traditional public high school counselors from non-charter schools in Los Angeles County, selected through snowball and purposive sampling, with data gathered via semi-structured interviews. The research findings highlighted the importance of school counselors having access to trauma-informed professional development and support for TIPS implementation. Significant barriers to implementation included the effects of secondary trauma, insufficient support for implementation post-training, and the critical need for ongoing training and support to keep counselors abreast of the latest research and best practices in TIPS. The study identified five thematic findings highlighting counselors’ desired support and obstacles hindering TIPS implementation: (a) pre-service education, (b) time for counseling-aligned duties, (c) professional development for student support, (d) ongoing coaching and support post-training, and (e) secondary trauma and self-care. These thematic findings, rooted in the study’s literature review, shed light on how school counselors’ perceptions regarding motivation, support, and barriers to trauma-informed professional development and implementation are shaped by their personal experiences within the school’s organizational structure and prior trauma-informed knowledge and experience. Five key conclusions have been derived from the thematic findings of this research. They are based on the literature and findings, showcasing how school counselors’ views on motivations, supports, and barriers to trauma-informed professional development and TIPS implementation revolve around their educational background in school counseling, practical experiences, and the beliefs of school leadership responsible for supporting counselors. The study provides insights for policy and practice drawn from the collected data and its alignment with existing literature. Moreover, it presents suggestions for further research to enhance and contribute to the existing body of knowledge on this subject
eMortgage and Crypto-Mortgage in Home Finance
Full text linkMost home mortgage loans today are documented on physical paper, but they are increasingly closed as eMortgages. The move to electronic documents is inevitable and will ultimately be a positive change for lenders and borrowers. However, additional regulation is needed to address issues raised by electronic home mortgage closings and the “crypto-mortgage,” a mortgage loan with the obligation evidenced by or tethered to a non-fungible token. Lenders have traditionally required that home mortgage loans be evidenced by a wet-signed paper promissory note to gain the advantages and the certainty of Article 3 of the Uniform Commercial Code (UCC) governing negotiable instruments. However, delivery and storage of promissory notes is expensive and inefficient. More than twenty years ago, state and federal statutes enabled an electronic equivalent to the negotiable promissory note, called a transferable record. More recently, states have begun to adopt the 2022 revisions to the UCC, including new Article 12 of the UCC, which enables a new type of electronic record that may evidence a mortgage loan and that facilitates crypto-mortgage architecture. This Article is the first to provide a comprehensive comparison of the traditional paper mortgage loan, the transferable record eMortgage loan, and the Article 12 electronic mortgage loan and is the first to consider the cryptomortgage. The Article explores the advantages and disadvantages of a move to electronic residential mortgage loan documentation, including the cryptomortgage, with a focus on the homeowner. Consumers may be less likely to read and understand electronic loan documents, but electronic documents can be designed to increase understanding. In addition, the law governing negotiable promissory notes and their electronic equivalent, transferable records, protects lenders from certain defenses to payment at the borrower\u27s expense; Article 12, on the other hand, leaves borrower defenses in place. Finally, storage and registration of eMortgages, registration using blockchain technology, and the crypto-mortgage raise new security questions. To address these issues, this Article recommends adoption of the 2022 revisions to the UCC, use of the Article 12 mechanism rather than the transferable record, abrogation of the holder in due course doctrine for home mortgage loans, regulation of closing procedures designed to consider electronic closings, and further study and regulation of security
The use of humor in mental healthcare: a systematic review
No full textHumor has been observed, practiced, and documented as an essential feature of society for thousands of years. However, there is still no formalized or widely referenced clinical guidance on how to effectively and appropriately utilize humor in mental healthcare despite ample research over the last 70 years noting the many potential benefits. This lack of guidance may, at least in part, be due to unresolved concerns pertaining to the use of humor in counseling and healthcare settings. For instance, humor is believed by some to be potentially distracting or undermining to the counseling process if used inappropriately. This continued absence of guidance may be discouraging mental health providers from involving humor in their work, and thus, represents a frequently missed opportunity to address an underappreciated component of multicultural competence. As such, this systematic review aims to synthesize and analyze the literature to address two specific research questions: First, in what settings, populations, and contexts has the use of humor been studied as a therapeutic tool in mental healthcare? Second, what are the reported benefits, limitations, and mechanisms of humor-based therapeutic approaches in mental healthcare? Findings suggest that, if exercised with culturally informed considerations and care, humor can offer a wide array of benefits across various health care settings and diverse populations, such as the development of rapport and communication, the enhancement of cross-cultural patient care, and improved treatment outcomes across a wide range of diagnoses and cultural barriers
Leading organizational learning through stories in U.S. “big technology” companies
No full textStorytelling is becoming increasingly influential across various domains, particularly in executive education and leadership development, where it plays a crucial role in the concept of leadership as performance (Gonzalez & Chakraborty, 2012). Storytelling in the classroom setting provides an opportunity for learners to embed elements of narrative and identity in classroom pedagogy (Edwards et al., 2013). In the professional context, employees construct meaning in their workplace by hearing and/or participating in stories (Echeverria et al., 2017).
This qualitative exploratory study investigates the influence of storytelling in driving organizational learning. The research focuses on the U.S. Big Technology (Tech) sector, home to leading companies that shape multiple facets of modern life through technological innovation and strategic market presence. The study aims to uncover how leaders within these organizations leverage storytelling to advance organizational learning.
A thorough exploration of the existing literature revealed Senge’s (2006) Five Disciplines of Learning Organizations model as the guiding theoretical framework for this research. Braun and Clarke’s (2006) thematic analysis methodology guided the examination of data drawn from openly available scholarly publications, websites, blogs, social media, and educational resources. This six-step methodology was employed to organize data sources, identify emerging patterns, and interpret key themes. The insights and findings from this study aim to provide Big Tech leaders with valuable strategies for enhancing and accelerating organizational learning within their companies
Black Women and Latinas in STEM: A Systematic Review of Literature
No full textThis systematic review of literature examines scholarly studies conducted on Black women and Latinas in STEM fields and in STEM higher education. Women are underrepresented in STEM, and on average they comprise 27% of the STEM population (National Science Foundation, 2017). Black women and Latinas are even further underrepresented in STEM by making up only 14.58 % and 3% of the employees in STEM industries (Hispanic Heritage Foundation, 2020; National Science Foundation, 2021). Barriers for all women are the focus of much of the body of literature in STEM (Beach et al., 2024; Moore, 2024). Isolating specific challenges Black women and Latinas face in academia and the workforce is critical to the attraction, retention, and promotion of these two cohorts (NASEM, 2022, Ong et at., 2011). Being at the intersection of race and gender (Crenshaw, 1989), many of the injustices Black women and Latinas face are much worse relative to their White counterparts (Borum & Walker, 2012; Valenzuela, 2020; Wilkins-Yel, 2022; Yosso et al., 2009). It is the goal of this systematic review to shed light on the nature of literature that focuses on Black women and Latinas in STEM. Compounding the issue is that Black women and Latinas are also underrepresented in STEM academia where research typically takes place (Kachchaf et al., 2015; Krebsbach, 2022; Lee et al., 2023; Moore, 2024). There are fewer role models for female students, and this scarcity is particularly pronounced for these two groups of women. It is the goal of this study to highlight what researchers have discovered regarding these two populations. This systematic review will analyze 30 studies, 15 focused on Black women and 15 concentrate on Latinas. The inclusion and exclusion criteria for each are stated in the methodology section. The studies under review can be qualitative or quantitative and need to be conducted in the past decade, 2015-2025
Rewriting the climb: how Black women leaders illuminate the gaps in organizational advancement efforts
No full textAs another generation of Black women enter the workforce (Gen Z being the most recent as of this writing), organizations face a critical opportunity to reimagine how they identify, develop, and elevate leadership talent. Despite decades of progress in gender equality, Black women remain significantly underrepresented in senior leadership roles. While organizational programs, such as mentorship, sponsorship, and leadership development initiatives have aimed to close this gap, their effectiveness in advancing Black women remains inconsistent and under examined. This qualitative study examines to what extent organization programs and initiatives address or fail to address the unique barriers faced by Black women in their pursuit of senior leadership roles. It highlights the lived experiences of 17 Black women, representing a range of sectors and an average of 12 years in senior leadership. Through a phenomenological lens, it explores how intersecting barriers, systemic, cultural, and structural shape their advancement and access to opportunity. The findings offer insight into how leadership pathways can become more inclusive, equitable, and reflective of the brilliance Black women bring