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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.

After being identified as a school in need of improvement, one struggling inner city high school implemented an evening school alternative program to reduce their suspension, failure, and dropout rates. In its first year, the program graduated 100% of the student participants, all of whom were in danger of dropping out, or being kicked out of high school. This case study, completed during the second year of the program, identifies characteristics of the evening school program that contributed to its initial success and shares information on the experiences and perceptions of students and staff members involved in the program. Student participants, many of who were experiencing problems related to physical altercations, involvement with gangs, and use of illegal substances, shared their educational and career aspirations. Study findings suggest these students appreciate the structure of the program and the opportunities they are being provided. Implications for schools and school leaders are presented.

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.

This article examines high superintendency turnover through rural community members' perceptions of such attrition in their districts. Findings indicate that community members perceived high turnover as negative and believed that turnover was created by financial pressures, rural community resistance to educational trends, and bias against minorities and/or "outsiders." Interestingly, most community members talked about superintendent turnover as "just the way things are around here," attributing high turnover to what they considered external financial conditions (the superintendents' low salary and the state funding sources) and unwittingly putting themselves in a position of helplessness, or as victims, even when they controlled the amount of salary that they offered candidates.

After being identified as a school in need of improvement, one struggling inner city high school implemented an evening school alternative program to reduce their suspension, failure, and dropout rates. In its first year, the program graduated 100% of the student participants, all of whom were in danger of dropping out, or being kicked out of high school. This case study, completed during the second year of the program, identifies characteristics of the evening school program that contributed to its initial success and shares information on the experiences and perceptions of students and staff members involved in the program. Student participants, many of who were experiencing problems related to physical altercations, involvement with gangs, and use of illegal substances, shared their educational and career aspirations. Study findings suggest these students appreciate the structure of the program and the opportunities they are being provided. Implications for schools and school leaders are presented. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]