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Although mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring.

Cross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and US first-year teachers' occupational stress risk. NTPS items assessing teachers' workplace demands, resources and mentoring experiences were used to examine associations between stress risk and mentoring supports received. Multiple regression analysis and chi-square tests of independence were conducted to answer the study's three research questions.

Mentor status and study covariates statistically significantly predicted teacher stress risk, with mentor assignment being associated with decreased stress risk. Findings also revealed teachers who were not assigned a mentor were significantly more likely to experience greater stress risk and when assigned mentors, teachers with greater stress risk reported significantly different mentoring experiences than did teachers with less stress risk.

The current study addresses common limitations found in research on teacher mentoring and occupational stress, including the use of local, small samples and the absence of a comparison group and control variables. The associations between first-year teacher mentoring experiences and stress risk have not been firmly established and the current study provides needed evidence to support that mentored first-year teachers are more likely to report lower stress risk than their unmentored colleagues.

For work organizations and their members, establishing and maintaining mutually satisfying employment relationships is a fundamental concern. The importance that scholars attach to employment relationships is reflected in research streams that explore the optimal design of strategic human resource management systems, the nature of psychological contract fulfillment and violation, and the factors associated with achieving person-environment fit, among others. Generally missing from theory and research pertaining to employment relationships is the perspective of individuals who reside at the employee-employer interface – managerial leaders. We argue that, for managerial leaders, a pervasive concern involves the tangible and intangible resource requirements of specific employees. We then provide the groundwork for study of the leader’s perspective on employment relationships by proposing a model that identifies how employees come to be perceived as low versus high maintenance and how these perceptions, in turn, influence leader cognition, affect, and behavior.

Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for these populations, research has recommended implementing evidence-based practices and predictors in the classroom. The purpose of this chapter is to identify evidence-based practices and predictors targeted for students with emotional and behavioral disorders and learning disabilities in the area of secondary transition. We identify and briefly describe 12 evidence-based practices and 14 evidence-based predictors for students with emotional and behavioral disorders and learning disabilities. Implications for practice and suggestions for future research are also discussed.

The aim of this paper is to develop understanding of how open-access (OA) studios as creative social enterprises (CSEs) can negotiate coexisting creative, social and economic missions, and manage the motivations of stakeholders. In particular, it explores how this affects management practices and ways in which diverse social actors engage with the organisation and each other. This paper expands on the existing literature on social enterprises in relation to multiple value and stakeholder management and also contributes to the makerspace and wider creative industries literature.

This paper uses a qualitative, single-case case study of an OA studio established as a social enterprise based on analysis of secondary texts, interviews and observation.

It is identified that a multifaceted value system creates both challenges and opportunities in relation to communal resource management and community development. Tensions between the creative and economic priorities of members and both the economic imperatives of the organisation and its social mission are also highlighted. It is suggested that despite these challenges, the OA model presents an opportunity to develop more collective forms of creative practice and support a reframing of the creative economy.

As a single case study in the geographical context of the United Kingdom, limited generalisations on OA management in other countries can be made without further investigation.

There are practical implications for OA and other CSE founders in relation to resource and membership management and facilitating inclusive access. There are creative industries policy implications in the encouragement of more sustainable collaborative approaches.

This paper contributes to the literature on social entrepreneurship, makerspaces and the creative industries by developing the understanding of OA studios and CSE management and the internal dynamics that influence organisational and social outcomes.

This purpose of this paper is to contribute to a series of recovery stories that examine candid accounts of addiction and recovery. Shared components in the recovery process are considered, along with the change and growth needed to support the transition from addiction to recovery.

The connectedness, hope, identity, meaning in life and empowerment (CHIME) framework comprises five elements important to recovery. CHIME provides a standard to qualitatively study recovery. As a model, it has been extended to include growth (G-CHIME), an element that is important for sustained addiction recovery. In this paper a first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account that is based on the G-CHIME model.

This paper shows that addiction recovery is a remarkable process that can be effectually explained using the G-CHIME model. The significance of each element in the model is apparent from the biography and e-interview presented.

Each account of recovery in this series is unique, and as yet, untold.

This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.

This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.

The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.

The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.

Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.

This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.