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Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

Purpose – In this chapter, I explore and argue for a theoretical shift in research about Aboriginal physical activity practices in Canada, from a deficit perspective to a strengths perspective that incorporates practices of hope.

Design/methodology/approach – After briefly describing my concerns about analysing Aboriginal physical activity practices from a deficit perspective, I outline, apply and argue for the benefits of a research approach that begins with a strengths perspective and incorporates practices of hope.

Findings – I argue that all individuals have strengths and places where they can exercise power. An adoption of complementary power relations framed within the practices of hope, which include availability and listening with an openness to co-transformation, further clarifies how to adopt a strengths perspective analysis of Aboriginal physical activity practices.

Originality/value – In adopting a strengths perspective, I am committed to actively identifying existing strengths as a starting point, along with resources that can be used to further those strengths. Strengths are then used to address identified barriers to physical activity. The practices of hope outline how non-Aboriginal allies can work alongside Aboriginal individuals to co-transform physical activity in a manner that enhances physical activity practices for all those involved.

At the dawning of the twenty-first century, The Courage to Teach was a tipping point that shifted our conceptualization of faculty development to consider the heart of the teacher, ‘the place where intellect and emotion and spirit and will converge in the human self’ (Palmer, 1998, p. 11). So inspired, a study was designed to inquire into the lived reality of teachers to better understand how teachers experience and make meaning of the phenomenon of teaching (Natoli, 2000, 2006). The objective of the Self as Teacher Study was to interview and observe those who teach to capture how they come to know their subjects and their students with attention to the selfhood of the teacher. Analysis of narratives collected through autobiographical interviews with K-12 instructors and university professors from Boston to Barcelona to Brazil evidenced astounding epistemological patterns – distinctions between teacher ways of knowing and being – which provided insights into the construction of teacher identity and integrity (integritas or wholeness). Ultimately, human virtues are represented in the embodied mind as higher-order cognitions and emotions and manifested as actions through qualitatively different self-states, our better angels. Consequently, faculty development is about human development, expanding consciousness, enhancing capacities for relationship, shifting awareness to integrate new perceptions, and incorporating previously isolated mentalizations. The Model for In-depth Faculty Development is introduced as a grounded theory framework highlighting teacher characteristics and potentials for personal and professional growth through a shared community culture while the POISE® Curriculum offers a system for implementation.

The purpose of this study is to identify key motivations for adolescents using and shopping on the internet, and to segment the sample based on these motivations.

This research occurs in two phases: a qualitative phase involving interviews with adolescents aged 12-15 and parents of adolescents in this age group; then, a quantitative phase using a survey (n=360) to measure the motivations and other key profiling variables identified in the qualitative phase and the literature review.

The research identifies five basic motivations and two shopping motivations influencing adolescent online usage and shopping. Next, a cluster analysis is conducted using the motivations developed and is used to identify segments of adolescent internet users and shoppers, which are subsequently described.

The sample of adolescents was taken from a town in the southeast USA. Caution should be taken when generalizing to adolescents outside this region.

This research identifies for internet marketers the different types of adolescent internet users and shoppers. It also recognizes key motivations that marketers should consider when targeting adolescents.

This research is the first to identify important segments of adolescents based on their motivations for online usage and shopping, and builds on a limited stream of research relative to adolescents and internet shopping.

This paper aims to provide a guide to significant primary and secondary resources relevant to the study of Emily Dickinson and her poetry.

Online catalogs, bibliographies, and the worldwide web were searched to identify relevant items. In some cases, citation analysis and other bibliometric measures were used to determine the highest‐impact sources. Items were annotated after personal examination by the author. The paper is divided into two main sections: primary sources (anthologies, databases and web resources) and secondary sources (bibliographies, databases, biographical resources, reference resources, monographs, journals and web resources).

The paper introduces each resource, indicating its scope and contribution to the study of Dickinson. It acknowledges in particular the developments in recent Dickinson scholarship.

Dickinson remains popular among both scholars and laypeople, but the most recent bibliographies of Dickinson scholarship date to the late 1980s. This guide provides a late twentieth‐ to early twenty‐first‐century update to those earlier works.

The research on Black underachievement is well documented. But the explanations posited as causes for this failure are problematic. They are reductive and fail to explain adequately the reasons for Black children’s underperformance. The wealth of research into Black underachievement is not matched by research into Black achievement, and explanations for this are equally flawed, as are policies designed to curtail underperformance. I argue in this paper that underachievement is the product of social and cultural forces, and success is dependent on all concerned in the educational development of the child, including the child, overcoming those forces and accommodating each other in order to provide the knowledge and skills necessary for success.

The purpose of this paper is to explore the potential for personal and community transformation through storytelling within a therapeutic community (TC) through the analysis of one narrative case study.

The paper uses a narrative research design to describe and theorise the individual narrative of a TC client member, “Emily”, who self-identified areas of therapeutic change. Emily’s story is a single case of personal and community transformation. Analysis focussed on story of her weight loss to understand her changing role to herself and the community.

Emily’s story reveals the social complexities underpinning individual transformations within a community context. This complexity is particularly evident as Emily experienced visible weight loss but identified that the meaningful change is her changed relationship with herself and others. Using theories on symbolic interactionism, analysis of Emily’s narrative indicates the TC played a role in facilitating personal change and that through sharing her story with the wider TC, the community shifted its perspective on food and weight loss.

The paper expands the discussion on how storytelling practices within a TC contribute to therapeutic change. It is argued that community relationships play a key role in facilitating a changed relationship with self and others, and that stories themselves play an active role in shaping community meanings.