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Attrition rates among school leaders have risen in recent years, and scholars cite a lack of meaningful connections and responsive professional learning as leading reasons why they are leaving the field. School leaders are called to navigate unfamiliar and complex challenges, often working in isolation with limited opportunities for collaboration and professional growth. Social media forums, like Twitter, have potential to support a Community of Practice to facilitate learning around school leadership; however, there is a lack of scholarship exploring how school leaders use social media to support their needs. This mixed-methods study used sentiment and content analysis along with a phronetic iterative approach to explore how school leaders use Twitter to connect with others in the field. The umbrella categories of efficacy, agency, and resiliency emerged from the analysis, offering a glimpse into potential connections made through social media. The findings of this exploratory study suggest that principals are seeking connection, encouragement, and professional learning, yet further development in this area could help inform more formal practices to fill the gap in access to informal professional learning.

Individuals with cystic fibrosis (CF) are confronted by a range of difficult physical and psychosocial sequelae. Gratitude has drawn growing attention as a psychosocial resource, but it has yet to be examined among adults with CF. The current investigation evaluated longitudinal associations between trait gratitude and subsequent outcomes from depression screening 12 months later, adjusting for disease severity (FEV.sub.1% predicted) and other significant clinical or demographic covariates. Participants were 69 adult CF patients recruited from a regional adult treatment center. They completed a validated measure of gratitude (Gratitude Questionnaire-6) at baseline and a screening measure of depression (Hospital Anxiety and Depression Scale) at 12-month follow-up. In a logistic regression analysis controlling for disease severity, higher levels of baseline gratitude were associated with reduced likelihood of depression caseness at 12 months (OR .83, 95% CI .73-.91, p = .001). Gratitude remained predictive after adjusting for other psychosocial resource variables (i.e., perceived social support and positive reframing coping). Findings offer an initial indication of the potential salutary role of dispositional gratitude in an understudied clinical population., Author(s): Allen C. Sherman [sup.1] , Stephanie Simonton-Atchley [sup.1] , Catherine E. O'Brien [sup.2] , Dianne Campbell [sup.3] [sup.5] , Raghu M. Reddy [sup.4] [sup.6] , Bethany Guinee [sup.2] , [...]

This exploratory, descriptive study sought to determine the perceptions of special education (SPED) directors and their respective SPED teachers regarding self-efficacy in meeting the diverse needs of students who have English learning challenges and have been identified as having special learning needs. Also, general information regarding the various programs used and ideas concerning the work and interventions with English learners (Els) who receive SPED services were reviewed for possible discussion. Researchers utilised content analysis procedures to review and code the narrative responses from 24 SPED educators and 3 SPED directors. Peer-debriefing sessions occurred and allowed researchers to collapse categories and form themes from the narrative responses. Two themes derived from SPED teachers' responses and one theme from SPED directors' responses. Theme 1 (T1)-SPED Teachers Valued Research-Based Practices, and Theme 2 (T2)-SPED Teachers Expressed Frustration or Lack of Knowledge with the District's ELs Curricular Program's Connection with SPED Services. Researchers determined one viable theme, after two debriefing sessions, from SPED directors' responses, Theme 3 (T3): SPED Directors Providing Outsourced Training Resources to Special Educators was a Source of Self-Efficacy. Researchers concluded more communication and the sharing of research-based instructional resources and coordinating cross curricular trainings were needed. [ABSTRACT FROM AUTHOR]