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The paradigm shift to an inclusion model of education demands strategic planning and programming by teachers to ensure individualized instruction for students with disabilities. Paraeducators or teacher assistants are increasingly being used in the delivery of instruction to students with disabilities; therefore, directing or supervising the work of the paraeducator is an integral part of planning and programming for inclusive classrooms. Research-based elements and components of paraeducator supervision are shared to help teachers and other professionals utilize paraeducators effectively in supporting instructional needs of students with disabilities.

As teachers make desperate pleas for more paraeducators to be hired to support a diverse student population, the number of paraeducators working in public and private school classrooms is steadily rising as it reaches nearly half a million in the United States alone (Stockall, 2014). “Teacher shortages, increasing numbers of English language learners and the rising enrollment of students with disabilities and other special needs are just some of the factors that make the need for a dynamic school team more necessary than ever” (National Education Association, 2014, para. 1). Currently, limited research exists on paraeducators’ perceptions of their role in the inclusive classroom. Paraeducators are responsible for many duties throughout the course of the school day, have a high level of responsibility for the quality of services they provide to the students, and have many concerns and challenges related to their work (Downing, Ryndak, & Clark, 2000; Monfore, Lynch, & Erickson, 2013; Rosales, n.d.). This chapter expresses the voices of many paraeducators in the field and highlights their thoughts on best practices and the continued implementation of collaboration, effective teaming, and equality.

In this chapter, we explain the significance and need for a spiritual approach among techies that would help them be human-centric, compassionate and value-based for sustainable development. We introduced four perspectives of workplace spirituality, higher purpose, interconnectedness, meaningfulness and mindfulness, as significant indicators of sustainable behaviour among the techies. Finally, we discuss how a spiritual approach could help techies contribute to sustainable development. We contribute to the literature by elucidating the role of spirituality among techies that could help advance sustainable technological development and techie's well-being.

Limited research efforts have been undertaken despite the pivotal role of employees' voluntary behaviours in the success of organizations' environmental sustainability programs. In this context, the present study examined the association between employee's mindfulness (EM) and voluntary pro-environmental behaviour (VPEB) at the workplace, and also the mediating effect of connectedness to nature (CNS) on this relationship.

Grounded in the re-perceiving theory, a model was developed with EM as an independent variable, CNS as the mediator and employees VPEB at the workplace as the dependent variable. Based on the online responses from 421 employees working in manufacturing as well as services sectors in India, analysis was undertaken by utilizing confirmatory factor analysis, Pearson correlation and the PROCESS macro of Hayes (2017).

EM was noted to be positively influencing employee's VPEB at the workplace, and the mediation analysis indicated that CNS partially intervenes in this relationship.

Corporate leaders striving to achieve the organization's environmental sustainability goals could strive to build a pro-environment culture at the workplace by developing employees' mindfulness and sense of CNS. As the findings have depicted, this would positively influence employee's VPEB at the workplace which in turn will help organizations in achieving their environmental sustainability goals.

This study is the first to examine how EM through CNS motivates employees to engage in VPEB, especially in the organizations' context. Moreover, the re-perceiving theory of mindfulness was also extended in the organizations' environmental sustainability context.

The purpose of this study is to investigate the effect of individuals' mindfulness and enjoyment of nature on environmentally responsible behavior (ERB) through mediating effect of sustainable attitude (SA).

Data were collected from residents of Antalya through convenience sampling. Four hundred and five residents participated in the study. Structural equation modeling (SEM) was used to test the hypotheses.

Mindfulness was found effective for sustainable attitude of residents, but it has no significant direct effect to ERB. There is an indirect-only mediation effect of SA between mindfulness and ERB. Enjoyment of nature affects the sustainable attitude and ERB significantly and positively. The findings show that SA also offers a complementary mediation between enjoyment of nature and ERB.

The study closes the void by investigating the psychological aspects of individuals among residents of a tourist hub to create sustainable attitude, acts and responsible behavior toward environment. In particular, as the predicting role of mindfulness on ERB was not significant, further studies needed to investigate the effects of mindfulness on the environmental behavior and attitude.

Destination management organizations can consider more focusing on the environmentally responsible behavior of residents, which can play a pivotal role in attaining sustainable tourism development in destinations. By this regard, increasing the sustainable attitude and enjoyment of nature of residents through applying various campaigns would help policies and strategies aiming the conservation of the environment in the destination.

Searching the impact of mindfulness on the SA and ERB and finding the indirect-only mediation effect of SA between mindfulness, ERB are novel contributions of this paper.