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This qualitative multiple case study is a follow-up to a study completed in 2007 that examined characteristics of rural school districts experiencing a high rate of superintendent turnover. The original study design incorporated extensive interviews with participants across four rural school districts; triangulating interview results with information found in school board minutes and published media articles. The four case districts had employed a total of 19 superintendents in the ten-year period leading up to the original study. However, since then, three of the districts have experienced a drastic change in their turnover trend. This study revisits the four rural districts to determine, from the perspectives of current and former superintendents, internal and external characteristics of the districts and the superintendents themselves that contributed to superintendent stability. Similarities and differences across the four districts are highlighted, and implications for high turnover districts and their superintendents are discussed.

Despite less than optimal conditions, correctional classrooms provide a unique opportunity to make an impact on a student population often overlooked and avoided. Although there is a great demand for prison educators, attracting and retaining qualified teachers remains a constant challenge for prison school administrators. This mixed-methods study examined the problem of teacher turnover in one correctional facility to determine internal and external characteristics that likely contribute to teachers' decisions to stay or leave. Commonalities and differences of short-term and long-term teachers are highlighted, contributing factors are shared, and implications for prison educators and administrators are discussed.

School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to Intervention (RTI) component that advances academic achievement and improves attendance and discipline issues. This article presents the impact of the intervention on student and parent attitudes toward school and future success and shares implications for school counselors.

This qualitative multiple case study examined superintendent turnover in four small rural school districts that were unable to retain their district leaders long-term. Due to the exploratory nature of the study, narrative data from participants were examined using constant comparative analysis to determine major emergent themes within and across participant groups. The study sought to describe the complexities of the situation and the many characteristics that may contribute to the problem. Through analysis of interviews from staff members and superintendents across four high-turnover districts, the study determined (a) if superintendent turnover creates problems within these districts, and (b) which characteristics of rural districts and their superintendents are perceived by staff members and superintendents as contributing to turnover. A contrast (or disconnection) in perceptions regarding power and authority constructs between staff members and superintendents is examined along with the related implications for change in small rural districts.