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Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers' intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools.

The COVID-19 pandemic caused many sectors of America to rethink the way they navigate life. However, adult learners in family literacy programs across the country demonstrated exceptional resiliency. The National Center for Families Learning (NCFL) focused on supporting essential literacies (including digital), social-emotional well-being, and shared power. Through intense focus on the important aspects of the programming--families and practitioners working together--powerful changes transformed literacy, social--emotional support, and family leadership.

Objective: Catatonia is a neuropsychiatric disorder that can occur in patients of any age, but it is uncertain whether patient demographics or underlying diagnoses differ between pediatric and adult patients. This study investigates patients of all ages diagnosed with catatonia during acute care hospitalizations in the United States over a 5‐year period. Method: The National Inpatient Sample, an all‐payors database of acute care hospital discharges, was queried for patients with a discharge diagnosis of catatonia between 2016 and 2020 with patients stratified by age as pediatric (≤18 years) or adult (>18 years). Results: Among 174,776,205 hospitalizations recorded in the NIS from 2016 to 2020, 61,990 (95% CI: 60,257 to 63,723; 0.035%) involved a diagnosis of catatonia. Of these, 3255 were for pediatric patients and 58,735 were for adult patients. Compared with adult patients, pediatric catatonia patients were more likely to be male and non‐White. Diagnostically, psychotic disorders, encephalitis, and neurodevelopmental disorders were more common primary discharge diagnoses in pediatric patients, while adult patients more frequently were diagnosed with mood disorders. Length of stay was not significantly different between pediatric and adult catatonia hospitalizations. Physical restraints were commonly applied for patients with catatonia. Conclusion: Pediatric and adult catatonia patients differed in sex, race, and diagnosis, although hospital length of stay was not different between pediatric and adult catatonia hospitalizations. These results may inform catatonia diagnosis in the hospital setting and point to disparities that could be targets of quality improvement efforts. [ABSTRACT FROM AUTHOR]

This study utilizes collaborative poetic autoethnography to explore the mentorship experiences of three Black women doctoral students at predominantly White institutions (PWIs). Through a series of poems, the research illustrates the nuanced challenges and resilience in seeking guidance within spaces that often marginalize their voices. This writing centers intersectionality as a theoretical framework, illuminating the complex dynamics of identity as they intersect with academia. The poetic narratives serve as a way for expressing the lived realities of these students, highlighting the lack of Black women mentors and the consequent need to navigate a system not built with them in mind. The study calls for a reimagined mentorship that is acutely responsive to the multifaceted identities of Black women in academia, advocating for increased representation and intentional support. [ABSTRACT FROM AUTHOR]

Kentucky is no stranger to education reform, having worked for the better part of 20 years on raising standards to improve student achievement. In 2009, the Kentucky General Assembly called for more rigorous standards to address high school graduates' college and career readiness. So when the National Governors Association and the Council of Chief State School Officers led states to develop Common Core State Standards (CCSS) in language arts and mathematics in 2010, Kentucky became the first state to adopt the standards. During the 2011-2012 school year, teachers in Kentucky implemented the standards in all grades and in the spring of 2012, students were assessed on CCSS. This article describes how Kentucky prepared principals to integrate the standards with leadership networks and a new technology platform. The implementation of CCSS in Kentucky has brought about systems change. Principals have had to communicate the changes to their education communities while providing teachers with the necessary resources for success. In developing principal and teacher capacity, working collaboratively, and supporting district and school planning processes, Kentucky will realize the intended vision of CCSS, with more children graduating prepared for success in college and career.