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Equal peer e-mentoring in digital learning is emerging to promote online students' psychosocial wellness and academic success. The study purposes were (1) to evaluate the effectiveness of one equal peer e-mentoring program and (2) to validate a theoretical model of the interplay between inputs, processes, and outputs of mentoring relationships. Fifty-three graduate occupational therapy students rated their motivation and performance, the support they provided and received, the relationship quality, satisfaction with the e-mentoring program, and career growth. Structural equation modeling was used to test for mediating relationships among these factors. A causal model anchored on the mediating variables of psychosocial support, instrumental support, and relationship quality accounted for 69% of the variance in the mentoring program satisfaction and 34% of career growth variance. In conclusion, equal peer e-mentoring can facilitate student academic and career success. Furthermore, findings validate a theoretical model as an explanatory tool for effective equal peer e-mentoring.

This article addresses an analysis of current literature on employee and student absenteeism and seeks to provide key recommendations that may yield higher levels of attendance and student achievement in urban school districts. It hones on the idea that educational leaders must be cognizant of the factors relating to absenteeism and its cost to the educational community at large. Additionally, examples of employee incentives and elements of effect student truancy plans are recommended that may aide in curtailing student and teacher absenteeism rate for the district.

The Kritsonis Teeter-Totter Model, developed by Dr. William Allan Kritsonis, is utilized to cultivate a legacy of transformational leaders in schools throughout the United States. In a time when change in schools is inevitable, the model aides school leaders in better defining their individual role in schools and that of their stakeholders in improving schools. As a result, if the model is properly used as a reflective tool for school leaders to initiate change in their organizations, only then can sustainable change occur and cultivate a legacy of transformational leadership in schools for generations to come.

School leaders have the all important task of being the gatekeepers of the educational process: harnessing the development of its most important resource--the people working in schools. Training professional personnel in education is a vital function of the human resource function. It is the task of the school leader to cultivate staff that is well-trained and ready to work within an era of high-stakes testing. As a result, ten recommendations on developing professional personnel are made based on the text "Ways of Knowing Through the Realms of Meaning" (2007) by Dr. William Kritsonis to improve the quality of the training that school leaders provide to staff across America.

The purpose of this article is to discuss strategies for the secondary, public school educators to implement postmodern thinking in the United States of America. Postmodernism is a set of strategic practices that erase limits or norms to abide by placed upon people in society. The time is now for educators to be recognizant of these changes. Public school administrators must incorporate postmodern ideas into the secondary school system to implement quality programs in their schools that aids in resolving change. If this is not done, secondary public schools will be left behind.

Educational leadership is vital to sustain quality educational institutions. It is the role of the school leader to indoctrinate stakeholders with the objectivist ethics-embracing egoism and relinquishing altruistic ideals when it comes to invigorating the system with sustainable change. Ayn Rand's timeless piece of literature "The Virtue of Selfishness" (1964) is the foundation for incorporating these ideals into the educational arena around the world.

Human resource management in education is a vital function of hiring, developing, nurturing, and sustaining highly-qualified personnel for the school system. In an age where strong accountability measures are in place, school districts across America must become aware of the types of teachers and administrative staff being selected and retained for their organizations. As a result, ten recommendations on human resource management are made based upon the text "The Ways of Knowing Through the Realms of Meaning" by Dr. William Kritsonis to improve the quality of school leaders across America.

The "Realms of Meaning" by Philip H. Phenix emphasizes several key ideas that schools should address in their curriculum planning and implementation. Ethical educators would benefit from this text because it is a timeless work of art that speaks to past and current educational issues. With the federal 2001 No Child Left Behind mandate to schools across the nation, educators need to be particularly aware of how they plan educate all children under the auspices of the current law. If used as a decision making tool to improve student achievement, the ideas represented in the "Realms of Meaning" could change the future course of education. Philip Phenix writes, "because people differ, no one curriculum suffices for everybody." (pg. 275) This statement especially speaks to those educators who are involved in curriculum planning and implementation process to find alternative approaches to differentiate special components of the curriculum to increase student achievement in a profound way.

The purpose of this article is to discuss strategies for secondary, public school educators to implement postmodern thinking in the United States of America. Postmodernism is a set of strategic practices that erase limits or norms to abide by placed upon people in society. Jacobs and Kritsonis say the time is now for educators to be recognizant of rapid changes occurring in the school system. They need to be prepared to address these changes. Public school administrators must incorporate postmodern ideas into the secondary school system to implement quality programs in their schools that aides in resolving change. The authors emphasize that if this is not done, secondary, public schools will be left behind.

Fostering the growth of science educational programs is one of the most challenging and rewarding task instructional leaders will have to do in the twenty-first century. This article analyzes the current science teacher shortages and turnovers in public, urban secondary schools and brings to the forefront the need for an assessment of instructional principals' leadership behavior and skills to discover the types of influential behaviors that cause science educators in middle and high schools to remain in the profession. These key leadership behaviors garnered in this study should be promoted and indoctrinated by school leaders to evoke change throughout science programs across the United States.

Schools must have the capacity to change. School administrators must be able to find a balance in distributing administrative authority in schools. In an effort to evoke meaningful change within the organization of secondary school structures, administrators must be advocates of change and support their staff members by decentralizing key roles by designing the decision making process. By doing this, staff efficacy will be stronger and yield better gains in student achievement.

This study compares experiences of occupational therapy practitioners (OTPs) and other elementary school educators when supporting students with attention deficit hyperactivity disorder (ADHD). The aim is to establish collaborative methods for OTPs and other educators to support students with ADHD. Recommendations to overcome barriers to supporting students with ADHD are made based on study findings and current research. An online survey of OTPs and other educators was conducted. The survey asked about the barriers to supporting elementary students with ADHD, and the training resources that would improve the ability to support students with ADHD. Responses from 147 OTPs and 35 other educators were compared using two-sample proportion tests. The groups shared common barriers and preferences for training resources, however, statistically significant (p < 0.05) differences were found in; 1) the barrier of limited knowledge and training about ADHD, with other educators being more limited by this barrier; and, 2) the preference for video formatted training, with other educators identifying a higher preference for this option. The data suggest that there is an opportunity for OTPs and other educators to collaboratively develop ADHD training videos for all educators to foster the success of elementary students with ADHD. [ABSTRACT FROM AUTHOR]