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Individuals with severe speech and language impairment as a result of chronic severe Broca's aphasia may rely on non‐speech communication aids to augment or replace speech. These aids include speech‐generating devices and graphic symbol software programs that produce synthetic speech upon activation. Previous research has indicated that individuals with chronic severe Broca's aphasia are able to identify, manipulate, and combine graphic symbols to produce simple phrases and sentences. The primary aim of this study is to evaluate the ability of three individuals with chronic severe Broca's aphasia to produce graphic symbol sentences of varying levels of complexity using a speech generating device. A single‐subject multiple‐baseline design across behaviours replicated across three participants was used to assess the effect of AAC intervention on the production of sentences using graphic symbols. Findings indicated that individuals with chronic severe Broca's aphasia were able to combine graphic symbols to produce sentences of varying levels of complexity. The results of this study suggest that technologically‐based AAC intervention approaches can be effective in facilitating communication for individuals with chronic severe Broca's aphasia. The overall findings are discussed in terms of clinical and public policy implications.

The purpose of this paper is to describe the role of the vaccine manufacturer in the global vaccine enterprise.

Narrative review.

Pharmaceutical companies involved in the vaccine enterprise play critical and often unrecognized roles in the global health management arena. In addition to the obvious role of vaccine production and distribution, companies are often involved in the identification of infectious agents for which vaccines may be of benefit, basic and applied research, process development, pre-clinical and clinical evaluations of vaccine candidates, as well as continuous post-licensure safety monitoring efforts. Vaccine manufacturers interact with health and regulatory agencies, academia and agencies interested in supporting cost-effective means of vaccine distribution to areas most in need of life-saving vaccines.

This review provides the reader with an understanding of the many roles of the manufacturer in the global vaccine enterprise.

In the world of public school education everything depends on good leadership. Sadly, many of our schools administrators can't differentiate the difference between leading and managing; far too many of them don't know the first thing about fundamental leadership principles. In short, they don't understand the fundamentals of Mission Oriented Leadership, the need for top-down leadership, or the critical differences between leadership and management. A cursory review of the selection process for school administrators, and the graduate level curriculums for those who seek a degree in school administration, clearly supports the contention that policymakers and educators are under the misconception that anyone can be taught or trained to be an effective school leader. Nothing could be further from the truth.

Philanthropy has developed into a trillion-dollar industry with substantial transnational funds. Scholarly research on philanthropic leadership has experienced substantial growth since the 1990s, but as an academic field, it remains ill-defined. The purpose of this study is to examine the current state of the literature on philanthropic leadership to determine the extent to which the field needs to be further specialized.

Relying on the VOSviewer software version 1.6.15, the authors conducted a bibliometric analysis of 470 identified articles published between 1991 and 2021 to uncover the most influential articles, academic outlets and scholars in the field.

There is a noticeable lack of literature that accurately reflects the overall practice of philanthropic leadership. Most specialized research concentrates on the influence of corporate leaders in using philanthropic activities as a means of achieving business objectives. However, it is essential to recognize that leadership plays a critical role in effective philanthropy, which benefits various stakeholders and produces favorable spillover effects. The findings indicate that existing literature tends to focus on the influence of corporate leaders on philanthropic activities and their correlation with business outcomes.

This study contributes to the field by offering insights into the intellectual structure of the field and assists with the identification of new research directions within the philanthropic leadership domain. Further scholarly consideration is needed to understand the practice of philanthropic leadership.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

This introductory chapter underscores the urgent need to reimagine school leadership in the face of unprecedented challenges and uncertainties, including the COVID-19 pandemic, ongoing struggles for racial justice, and declining trust in public institutions. The chapter argues that traditional, top-down leadership approaches no longer sufficiently meet the complex needs of students, families, and communities and advocates for paradigm shift toward more collaborative, adaptive, and equity-centered leadership practices. Leadership practices are suggested that build inclusive school communities, foster a culture of continuous learning, and prioritize the holistic well-being of every student are highlighted as crucial. Readers are challenged to rethink the very purpose and goals of education, moving beyond narrow measures of academic achievement to encompass the development of the whole child. Three key themes are introduced: (1) school characteristics and structures for facing future challenges, (2) leadership practices to initiate and support new organizational perspectives, and (3) innovative school organizations addressing crises and implications. The chapter asserts that transforming school leadership requires a fundamental rethinking of the structures, policies, and incentives that shape the work of educational leaders. Therefore, school leaders must be equipped with the knowledge, skills, and dispositions to lead for social justice, build culturally responsive school communities, and create transformative spaces where all students can thrive. This bold vision requires leaders to approach their work with humility, curiosity, and courage as they navigate the complexities of educational leadership in the 21st century.

To investigate relationships between teacher empowerment and interpersonal level trust in the principal.

Trust is a fundamental element in well‐functioning organizations. Studies of empowerment, a motivational construct, have suggested that empowering employees is a key factor in managerial and organizational effectiveness. An instrument was constructed to measure perceived teacher empowerment and level of interpersonal trust in the principal. Established measures of psychological empowerment and affect‐and cognition‐based trust were adapted for use in the study. Elementary school teachers in an urban school district in the USA completed the survey instrument.

Teachers who perceived that they were empowered in their work environments had higher levels of interpersonal trust in their principals. Teachers who found their work personally meaningful, and who reported significant autonomy and substantial influence in their work environments had higher levels of interpersonal trust in principals.

This investigation was delimited by the study sample. Research on the empowerment‐trust relationships should be extended to include middle and high schools, and schools in different regions with a broader range of demographics.

Principals should consider suggested strategies that can strengthen teachers’ perceptions of empowerment, reinforce trustworthy behaviors, and support beliefs in the honesty, integrity, and reliability of supervisors.

The study compliments the limited base of data‐driven research in education and the non‐profit sector that focuses on significant intervening variables associated with trust in organizations.

Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues.

Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines.

The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs.

This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy.

This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement.

Personalized learning plans (PLPs) are increasing in use and USA state-level educational policies. PLPs are key components in proficiency-based learning reforms and flexible pathways to graduation. Although the theoretical and implementation literature is increasing, evidence of student outcomes is more difficult to readily identify. The purpose of this paper is to report on a comprehensive systematic literature review summarizing student outcome data for the use of PLPs. The search began in 2019 and concluded in 2020, and updated in 2023, with 330 documents, yielding just four that met inclusion criteria for this study.

The design and methodological approach follows the conventions of a systematic literature review using Cochrane Collaboration recommendations and PRISMA reporting standards.

Findings indicate of 330 documents, fewer than five met criteria for measures of student outcomes. Interestingly, the studies occur within a five-year period, reflecting four different research teams and appear predominantly in nonpeer refereed journals.

The authors discuss the importance of outcomes research for this area and identify strengths and needs for this body of literature. Although application of a broader definition of personalized learning might have enabled us to identify more studies, the generalizations of findings would be limited in proportion to the degree of vagary around operationalization.

Identifying the outcomes in student learning associated with personalize learning plans will require agreement around operationalizing definitions.

No review of this literature exists to date, making this work completely original. The data leads us to articulate a need for the field to better understand how to measure and report flexible practices such as a PLP.