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Effective school leaders develop the capacity to connect with their staff, students, and educational stakeholders to form bonds of respect and trust, and to foster a sense of efficacy in their practice and the practice of others. This phenomenological investigation aims to better understand how school principals interpret the influence of their sociocultural backgrounds and how they make meaning of their lived experiences as school leaders in relation to that influence. Using Interpretative Phenomenological Analysis, this qualitative study investigates how five rural school leaders consciously perceive and make making of the influence that their sociocultural backgrounds have on their leadership styles and strategies. Findings from this inquiry were organized into four thematic units: the advantages of being local, the context of the community in school-community relations, the leaders' "application of the school" with stakeholders, and the leaders' personal identities. Focusing on their lived experiences, participants provided insights into connections between their local identities as Appalachian leaders and their ability to relate to the diversity of stakeholders in their school communities.

BackgroundThe homeless population is aging, with early onset of cognitive and functional impairments. It is unclear whether older homeless adults receive caregiving assistance that could prevent long-term disability.ObjectiveWe describe characteristics of older homeless-experienced adults with caregiving need and determine factors associated with having unmet need.Design and participantsCross-sectional analysis of a longitudinal study, Health Outcomes in People Experiencing Homelessness in Older Middle Age (HOPE HOME), examining health, life course events, and functional status among older homeless-experienced (i.e., currently and recently homeless) adults. We recruited 350 homeless adults (July 2013-June 2014) and an additional 100 (August 2017 to July 2018) in Oakland, California; this study includes 303 participants who completed caregiving interviews.MeasurementsWe defined caregiving need as difficulty with activities of daily living (ADLs), instrumental activities of daily living (IADLs), falls, Short Physical Performance Battery (SPPB) score < 10, or Modified Mini-Mental State (3MS) exam impairment. We defined unmet need as having caregiving need and reporting not receiving caregiving assistance in the last 6 months. Using logistic regression, we analyzed associations between respondent characteristics and unmet caregiving need.ResultsAmong 303 participants, the mean age was 61.3 ± 5.0 years; 73% were men and 82% were Black. Eighty-one percent had caregiving needs, and in 82% of those, their caregiving needs were unmet. Better self-rated health (AOR 2.13, CI [1.02-4.46], p = 0.04) and being a man (AOR 2.30, CI [1.12-4.69], p = 0.02) were associated with higher odds of unmet need. Moderate or high-risk substance use (AOR 0.47, CI [0.23, 0.94], p = 0.03) was associated with lower odds of unmet need.ConclusionsOlder homeless-experienced adults have high prevalence of unmet caregiving need. Interventions that increase caregiving access for homeless-experienced individuals may help avoid poor health outcomes and costly long-term-care needs due to untreated disabilities.

ObjectivesMany older homeless adults maintain contact with family. We conducted a qualitative study examining the role of family caregiving for older homeless adults.MethodWe conducted semi-structured qualitative interviews with a sample of 46 homeless participants who reported spending at least one night with a housed family member in the prior 6 months.ResultsA total of 13 of 46 older adult participants provided caregiving. Themes included (a) the death of the care recipient led to the participant's homelessness; (b) feeling a duty to act as caregivers; (c) providing care in exchange for housing; (d) caregivers' ability to stay was tenuous; (e) providing care conflicted with the caregiver's needs; and (f) resentment when family was ungrateful.DiscussionIn a sample of older homeless adults in contact with family, many provided caregiving for housed family. For some, caregiving precipitated homelessness; for others, caregiving provided temporary respite from homelessness, and for others, caregiving continued during homelessness.

Deaf teachers around the world have folk models and beliefs that reflect their understanding of what deaf children need to learn in order to develop healthy identities as deaf people. In this research we report what teachers from England, the USA and Mexico have told us about using creative signing with deaf children. Themes emerging from our data suggest that some deaf folk beliefs vary across national boundaries but that assumptions about deaf ways to foster learning are remarkably similar in all three countries. This suggests that there is something quintessentially deaf about these assumptions that exist alongside formal training or national heritage. In interviews deaf teachers told us that deaf children learn by being engaged, by participating in the group and by using sign language for themselves--and that signed narratives facilitate all three of these learning strategies. A second emergent theme covers the teachers' beliefs about specific abilities and knowledge that deaf children need to learn, and that their teachers help them learn. In all three countries, teachers reported using signed stories to help the children learn to communicate and interact, to have fun with signing and to see what is possible for deaf people to achieve. (Contains 1 footnote.)

Issues in deaf culture and literacy are addressed, including literacy versus reading and writing, the nature of deaf culture, the relationship between culture (particularly deaf culture) and literacy, the relationship between literacy and face-to-face communication, and application of theory to practice. (DB)