Abstract: This was a qualitative, phenomenological study focused on ways the transitional experience could be improved for youth (in and aged out of foster care) upon turning 18. Research has indicated that individuals tend to build the needed skills for independence during their 20s, while teens in foster care are put out on their own with little support as soon as they turn 18, which is referred to as aging out. Recent policies have implemented transitional service support for young adults coming out of foster care for this reason. However, little research has been focused on exploring the experience of these young adults regarding the support needed and the available transitional services. The findings of this study will inform ways the transitional experience could be improved for youth

Abstract: The purpose of this research project was to examine how a consistent and established mentoring program impacts students’ academic performance in elementary and middle school mathematics classes. Mentoring programs have been implemented in schools and communities to address socio-emotional, physical, and academic issues. Studies have shown that mentoring programs do have favorable effects in multiple facets of life and can have several benefits. However, some studies have also demonstrated no noted improvement due to a mentoring program specifically. Participants included students in third through eighth grade and were placed into one of two conditions: a control group who did not participate in mentoring and an intervention group who did engage in the mentoring activities. students in third through eighth grade who engaged in one-on-one and group mentoring on a weekly basis. Results indicated that those who were in the intervention group outperformed those in the control group in a curriculum-based measure of mathematical academic performance. While preliminary, this study lends to the extant literature that supports the notion that mentoring, when targeted and specific, can provide bolstered support that positively impacts student learning.

Abstract: Teacher leaders function in a community context that supports or constrains their leadership depending on stakeholders’ and community members’ perceptions of teacher leaders. Positive public perceptions cultivate a conducive environment that supports teacher leaders in decision-making, while negative perceptions create barriers to effective leadership. This paper examines public perceptions of teacher leaders and their influence on the leaders’ leadership practices and experiences. The article is a review examining studies on public perceptions of leaders from various global cultures. The findings were: a) cultural contexts highly influence the public’s perceptions of teacher leaders, b) teacher leaders’ social competence affects public perceptions, and c) gender stereotypes affect public views on teachers and teacher leadership. The paper also reveals that these factors can affect teachers’ decision to take on leadership positions and teacher leaders’ behavior and decision-making process. These findings call for more in-depth research on the impact of public perceptions on effective teacher leadership and decision-making.