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Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership. Following the development of analytical case studies of coach and school leader dyads, we use causal process analysis to trace the complex pathways in which coaches impact leader development. In this process, we attempt to move beyond lists of traits and activities of effective coaching practice to develop a theoretical framework layered with thick description of leadership coaching situated within the context of a high poverty mid-sized urban school district. Findings include insights into the structures and practices that promote strong trusting relationships between the coach and coachee, how this relationship is central to deepening the impact of the coach’s work, and how co-leading provides the means of both modeling and guiding leaders toward personal and school improvement.

Research has demonstrated that employees desire to be shown appreciation in various ways. The five languages of appreciation provide a model for exploring these differences. This study aims to explore whether individuals who speak different languages (and are from various cultures) differ in how they prefer to be shown appreciation.

The Motivating By Appreciation Inventory (MBAI) is an online tool that assesses each person’s preferences in how they desire to be shown appreciation at work. Initially developed in English, the MBAI has been translated into seven additional languages. Over 2,200 employees took the MBAI in their preferred spoken language: Mandarin (Chinese), Danish, French (Canadian), Portuguese (Brazilian), Spanish (Latin American), Thai and Turkish. The frequency of each group’s preferred appreciation languages was analyzed to determine similarities and differences across the languages spoken.

Given the non-normal distribution of the data, the Kruskal–Wallis test found that there was a significant difference in preferences for participants’ primary appreciation language across the seven groups of various spoken languages. One key theme was that words of affirmation were most frequently chosen by five of the seven language groups, whereas employees from Thailand and Turkey chose acts of service most frequently. Additionally, tangible gifts were the least frequently chosen appreciation language by all groups, and at rates below their US counterparts. In three of the languages, quality time was preferred significantly less compared with the other languages.

Some of the groups’ findings (Portuguese, Thai) may be impacted by a confounding variable of the type of work setting (manufacturing) in which the employees worked – in comparison to office-based work settings.

One theme was, in comparison to other ways of receiving appreciation, tangible gifts are not highly valued by most employees across all language groups. Therefore, organizations using gifts as the primary way to communicate appreciation to employees may be wasting a lot of money. Similar to English-speaking employees, five of the seven language groups chose words as their preferred appreciation language. A wide range exists, however, across language groups with regards to the proportion who desire words, quality time or acts of service. Multicultural organizations should pay attention to employee preferences, lest they waste time and energy on undesired actions.

To the best of the author’s knowledge, this is the first study that has examined the preferences of how employees like to be shown appreciation across seven different language groups.

Previous research has documented the distribution of preferences of various appreciation languages by employees in general work settings. This paper aims to explore if employee preferences for appreciation vary across different types of workplace settings.

The Motivating By Appreciation Inventory assesses individuals’ preferred ways of receiving appreciation from their workplace colleagues, determining each person’s primary language of appreciation in one of four appreciation languages. Results for 114,827 individuals were examined across the general workforce and in six work settings (government agencies, medical settings, military personnel, nonprofit organizations, remote employees and schools).

Preferences within four work settings (government, nonprofits, remote, schools) were consistent with those from general work settings. But employees in medical settings and in the military choose Acts of Service more frequently than other employees. Quality Time is more valued by school and remote employees. Tangible Gifts are chosen at lower rates by government employees and military personnel.

The subjects are all English-speaking and predominately in the USA. The results may not be generalizable to other cultures and language speakers.

Human resource professionals should be aware that employees in different types of workplaces vary in their appreciation preferences. Adjusting appreciation programs and practices should mirror these differences.

To the best of the author’s knowledge, this research is the first known to document differences in preferences for appreciation across various types of workplaces.

The Motivating By Appreciation (MBA) Inventory is an online assessment that identifies employees’ preferred ways of receiving appreciation from their colleagues, including their primary language of appreciation. This study aims to examine the internal consistency of the MBA Inventory by analyzing the results of over 114,000 employees. Given that the data are categorical, the coefficient alpha τ, a nonparametric measure of internal consistency, was used. The results found the internal consistency for identifying employees’ primary language of appreciation to be at an acceptable level.

Results of 114,828 individuals who had taken the MBA Inventory were analyzed. The results of the MBA Inventory are nominal data (the languages of appreciation: Words of Affirmation, Quality Time, Acts of Service, Tangible Gifts); therefore, the commonly used Pearson’s correlation coefficient is not appropriate. Alternatively, a nonparametric measure of internal consistency, Cronbach’s coefficient alpha τ, was used for the analysis to determine the consistency of the items for each appreciation language in identifying employees’ primary language of appreciation.

While, for the Pearson’s correlation coefficient, correlations of 0.70 or higher are considered acceptable, acceptable coefficient alpha τ correlations range from 0.20 to 0.40. The results of this analysis found the MBA Inventory to have acceptable internal consistency, with a coefficient alpha τ of 0.32. That is, the ability of the assessment items to identify an individual’s preferred appreciation language is significantly more accurate than if the individual had responded randomly.

Even though the MBA Inventory is available in eight languages and has been used globally, the vast majority (>90%) of individuals taking the inventory are primarily English-speaking and located in the USA. Thus, the generalizability of the results is limited for other cultures and languages.

The MBA Inventory has been used by thousands of companies and organizations, and taken by over 350,000 employees, but the psychometric properties of the inventory are still being examined. This study helps solidify one aspect (the internal consistency) of the inventory’s ability to accurately assess the ways employees prefer to be shown appreciation.

This chapter presents an over-review of the related literature and describes current findings in learning disabilities. Specifically, a definition of learning disabilities (LD) is provided, followed by a description of the prognosis for students identified with LD, predictors of success, factors in coping, and the relationship of LD to behavior. Methodologies are presented to effectively train teachers in the use of research-validated methodologies, particularly in the area of positive behavior support (PBS). The authors also explain how a problem-solving process, embedded within the framework of school-wide PBS, can help children with learning disabilities increase their chances of achieving success over time and across a broad range of environments. Case studies and an application process are included to support and guide teachers in their implementation efforts.

There is something warm and comforting about hearing a Texan, declare ‘Ah b'lieve’. When Secretary of the Treasury John Bowden Connally went before the press to offer some explanation of President Nixon's new economic programme, the administration was the administration of Richard Nixon, but the voice was pure Lyndon Johnson.

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.

This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?

The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.

This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.

President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.