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There is a growing emphasis to improve every student's academic, social-emotional, and career and college development as schools strive to design and deliver comprehensive counseling programs that support students' development in these areas. The purpose of this study is to explore a large urban high school teachers' counselors and admins' perspectives on improving a high-poverty urban school's counseling services to extend school leaders' and counselors' knowledge about delivering effective school counseling programs as, ultimately, success lies with an effective principal and school counselor partnership. Particularly, data from our study will allow urban school principals and school counselors to identify the high and low program needs of urban students to become college, career, and life ready. The next set of comparisons was conducted for social-emotional needs. Like academic development needs, the entire ANOVA summary tables showed non-significant differences. The findings indicated that some responses varied significantly across (1) special education faculty, (2) regular classroom teachers and (3) school counselors in terms of rating of students' counseling needs. School leaders and school counselors can apply the findings of this study to create systemic and comprehensive student services in their schools. Particularly, school leaders and counselors can apply the results in decision-making, discussions, and time allocation in prevention/education versus reactive/responsive academic and counseling services.

Purpose Schools provide high priorities to offer innovative curricular and cocurricular programs, and leaders make necessary efforts to promote enablers and overcome disablers for sustaining their innovativeness. With the background of quality management and stakeholder theories, the present study examines the interplay of hindrances to quality between empowering leadership, stakeholder involvement and organizational innovativeness. Design/methodology/approach Responses of 157 American school principals collected through the Teaching and Learning International Survey 2018 by the Organization for Economic Cooperation and Development were used and analyzed to test the proposed hypotheses. Findings Results show that empowering leadership behaviors of school principals support promoting organizational innovativeness, and involvement of stakeholders with the school activities also promotes organizational innovativeness. Interestingly, when American schools faced a high level of hindrance to providing quality education to their students, principals’ high level of empowering leadership behaviors promoted organizational innovativeness. Originality/value This is the first time in the literature that the interplay between empowering leadership, stakeholder involvement and hindrance of quality education has been examined to promote organizational innovativeness.

In the context of globalization and migration, individuals may experience language loss or first language (L1) attrition. While migrant language loss is well documented and researched, its impact on bilingual autobiographical memory remains underexplored. Existing research indicates that bilingual speakers encode memories in either their L1 or second language (L2), depending on the language context of the event. Language’s pivotal role in autobiographical memory has also been confirmed by bilingual psychotherapy research. This paper investigates whether L1 attrition can impair memories encoded in that language. Focusing on Russian-English speakers with various degrees of L1 attrition, this study examines the phenomenological characteristics of memories (vividness, emotional valence, accessibility, significance, and confidence in the event). Results from partial correlation and linear regression analyses demonstrated that language loss significantly compromises vividness and confidence, underscoring language’s integral function in maintaining bilingual autobiographical memory. © 2024 De Gruyter Mouton. All rights reserved.

With a dynamical mass of 3 M Jup, the recently discovered giant planet AF Lep b is the lowest-mass imaged planet with a direct mass measurement. Its youth and spectral type near the L/T transition make it a promising target to study the impact of clouds and atmospheric chemistry at low surface gravities. In this work, we present JWST/NIRCam imaging of AF Lep b. Across two epochs, we detect AF Lep b in F444W (4.4 μm) with signal-to-noise ratios of 9.6 and 8.7, respectively. At the planet’s separation of 320 mas during the observations, the coronagraphic throughput is ≈7%, demonstrating that NIRCam’s excellent sensitivity persists down to small separations. The F444W photometry of AF Lep b affirms the presence of disequilibrium carbon chemistry and enhanced atmospheric metallicity. These observations also place deep limits on wider-separation planets in the system, ruling out 1.1 M Jup planets beyond 15.6 au (0.″58), 1.1 M Sat planets beyond 27 au (1″), and 2.8 M Nep planets beyond 67 au (2.″5). We also present new Keck/NIRC2 imaging of AF Lep b; combining this with the two epochs of F444W photometry and previous Keck photometry provides limits on the long-term 3–5 μm variability of AF Lep b on timescales of months to years. AF Lep b is the closest-separation planet imaged with JWST to date, demonstrating that planets can be recovered well inside the nominal (50% throughput) NIRCam coronagraph inner working angle.

Nature-based education has been increasingly recognized as a socially responsible approach to nurture curiosities in the hands, heads, and hearts of children. Research in the last ten years suggests that children who attend forest preschools, as opposed to traditional preschools, demonstrate growth in all domains of early childhood development. Domains include cognitive growth, executive functioning, physical development, linguistic proficiency, and socio-emotional well-being. In addition to cultivating these areas two Waldkindergarten or forest schools, studied in this chapter nourish as additional component—connectedness, compassion, and care for nature. There has been a steady increase in nature-based preschool programs as alternative approaches to traditional, indoor classrooms. With the expansion of programs, globally, and heightened awareness around environmental issues in the Anthropocene, nature-based education is increasingly recognized for cultivating socially responsible approaches that yield sustainable practices. This chapter reports on an exploratory study that synthesized two fieldwork experiences in German Wald-kindergarten, one in the north near Denmark and one in south, near the foothills of the Alps. Through a qualitative, thematic analysis of fieldnotes of direct and partici-pant observation, interviews with facilitators and analysis of student-created artifacts, this chapter explores how time in nature can be reconceived as a space to cultivate a connectedness to nature that fosters a commitment to conservation and sustain-ability. Primary goals of this research are to identify practices that center children learning with nature and, subsequently, to reconceptualize forest school practices in contexts outside of northern Europe. This research interrogates ways in which forest schools serve as spaces to engage in work around environmental stewardship while problematizing the accessibility of nature-based programs. Whilst reflecting upon lessons from Waldkindergarten, this chapter explores how nature-based Education provides opportunities towards a sustainable future for cultivating children’s curiosities in timeless traditions. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

Study Objectives: Prior research suggests that insomnia may increase the risk of death. However, the potential influence of age and sex is unclear. This study aimed to investigate the association of insomnia symptoms with all-cause mortality by age and sex. Methods: This prospective cohort was drawn from the Health and Retirement Study, a survey of Americans older than 50 years and their spouses of any age from 2002–2018. Insomnia symptom scores were based on difficulties initiating sleep, difficulty maintaining sleep, waking up too early, and nonrestorative sleep. Cox proportional-hazards regression models were employed to investigate the association between insomnia symptoms and all-cause mortality stratified by age and sex. Results: A total of 33,004 participants were included with a mean age of 61.7 years and 56.8% females. Over a mean follow-up of 8.4 years, 8,935 (27.1%) deaths were recorded. After adjusting for confounding, males with insomnia symptom scores ranging from 5–8 had a 71% increased risk of death (hazard ratio = 1.71; 95% confidence interval: 1.27, 2.30) compared with their counterparts without insomnia symptoms. Similarly, males aged ≥ 60 years and females aged < 60 years with insomnia symptoms ranging from 5–8 had an increased risk of death compared with their counterparts without insomnia symptoms (hazard ratio = 1.15; 95% confidence interval: 1.02, 1.31 and hazard ratio = 1.38; 95% confidence interval: 1.00, 1.90, respectively). However, there was no increased risk of death for females aged ≥ 60 years (hazard ratio = 0.94; 95% confidence interval: 0.84, 1.06). Conclusions: These findings suggest that insomnia symptoms may serve as predictors of low life expectancy. © 2024 American Academy of Sleep Medicine. All rights reserved.

Using firms’ receipt of SEC comment letters, this study investigates their selection of mandatory filing types when producing deficient disclosures in response to the product market competition. Empirical evidence reveals a positive association between two firm-level measures of product market competition and a firm's likelihood of receiving comment letters for non-10-K filings. These patterns are particularly pronounced when firms face a higher likelihood of new market entrants or operate as industry followers. Additionally, firms receiving comment letters for non-10-K filings experience increased sales and market share in the subsequent year. Overall, these findings suggest that firms strategically make deficient disclosures in non-10-K filings to minimize regulatory costs. © 2024 Elsevier B.V.

This chapter provides information about the changing definition and views of intellectual disabilities that impact both classroom placement and education programs. It describes learning characteristics of student with intellectual disabilities that are quite "normal" and predictable for them, and task analysis, a most effective special education teaching approach that demonstrates how to address those learning characteristics. © 2025 National Art Education Association. All rights reserved.

Troubleshooting is a process designed to help teachers choose lessons, analyze their language and procedures, and organize classroom space and time. When an art lesson is planned, a logical expectation is that the lesson will go pretty much as written. Troubleshooting takes the opposite approach. It expects that things will go wrong and tries to prevent or minimize potential problems. "Murphy's Law" leads us to expect that whatever can go wrong will go wrong. The troubleshooting expectation that things will go wrong is the "Murphy's Law" of lesson planning. © 2025 National Art Education Association. All rights reserved.

It is important to remember that autism spectrum disorder is a spectrum disorder that represents many individuals who have a wide and disparate range of challenges and strengths. There is an old adage that says, "If you have met one person with autism, then you have met one person with autism," for no two individuals on the spectrum will be exactly alike and present with the same strengths and challenges. This wide spectrum, or great variability within individuals on the spectrum, can be seen when we look at the wide range of outcomes for adults with ASD. Some individuals on the spectrum will be quite challenged throughout their lives and require supportive settings and many services, whereas others on the spectrum will require moderate supports during their lifetime. © 2025 National Art Education Association. All rights reserved.

This chapter brings the perspectives of three of SNAE's founding members who are also past presidents of both SNAE and DARTS. Beverly Levett Gerber, who combines the fields of special education and art education, begins our journey and describes our need to bridge professional differences in training and languages. She closes the chapter with a story of art educators and special educators learning together. Juliann B. Dorff describes our travels-the efforts, barriers, accomplishments, and the persistence needed to overcome roadblocks. Lynne J. Horoschak takes our journey in a new direction and describes a Saturday morning program that grew into a master's program focused on students with disabilities. © 2025 National Art Education Association. All rights reserved.

This second edition of Reaching and Teaching Students with Special Needs Through Art is written for art educators, special educators, and those who value the arts for students with special needs. It builds on teachers' positive responses to the first edition, and now combines over 700 years of the educational experience of arts and special educators who share their art lessons, behavior management strategies, and classroom stories. The revised second edition provides updated chapters addressing students with emotional/behavioral disabilities, learning disabilities, intellectual disabilities, physical disabilities, and visual and hearing impairments. The newly revised second edition includes chapters on students with autism spectrum disorder, preschool students, and students experiencing trauma. All chapters have been updated to include current definitions and language, recommended teaching strategies, art lesson adaptations, behavior management strategies, and references to related chapters. Follow-up activities are provided for further insights into each group of students. A new summary chapter connects how the authors' collaborations resulted in changes to two professional organizations. Since the first edition, many of the featured authors established the new Division of Visual and Performing Arts Education (DARTS) at the Council for Exceptional Children (CEC) and earlier, formed a new National Art Education Association (NAEA) Interest Group-Special Needs in Art Education (SNAE), now Arts in Special Education (ASE). This edition is ideal for preservice arts methods courses and education courses on accessibility and inclusion at the undergraduate and graduate levels. It continues to offer current yet proven best practices for reaching and teaching this ever-important population of students through the arts. © 2025 National Art Education Association. All rights reserved.