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This study examined Kansas administrators regarding their current perceptions of the role of school counselors. The study involved over 500 building administrators from elementary, middle, and high schools across rural, suburban, and urban districts in Kansas. The findings indicate that there is a clear opportunity to educate administrators on the role of professional school counselors and the standards of the profession for which counselors are accountable.

The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about both the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in this pilot study, completing an eight-item mindset survey based on the work of Dweck (2000, 2006). Though several variables were studied (i.e., age range, position, rank, gender, college/academic discipline), only position was statistically significant for difference in beliefs between teaching and tenure-track faculty. Findings also show that faculty's beliefs about their own intelligence and the intelligence of their students are consistent. These results suggest that tenure-track faculty should engage with teaching faculty, focusing on creating a student-centered learning environment to empower students through a growth mindset in their classrooms.

Teacher retention is a continuing concern. One of the reasons teachers leave the profession is that they don't feel valued or working to their potential. Developing teacher leadership is a positive way to improve job satisfaction, career development, and retention (Wixom, 2016). In addition, teacher leadership and influence in decision-making are positively associated with student achievement (Ingersoll et al., 2018). One promising approach to strengthen teacher leadership capacity is through leadership academies. Kansas State University co-facilitates teacher leadership academies with seven local school districts where educators identified by their districts engage in a two-year process designed to build teachers' confidence and skills and help them explore the career continuum as they work toward a master's in educational leadership. This model helps districts invest in keeping good teachers in their pipeline, either within the school or by advancing to other career opportunities within the district. It also helps teachers find their voice as they grow professionally, establish strong networks, and develop their leadership skills to impact student learning and contribute to the success of their schools.

The purpose of the current meta-analysis was to investigate the effectiveness of self-regulated strategy development (SRSD) reading interventions for students with disabilities in school settings. We used the Council for Exceptional Children's "Standards for Evidence-Based Practices in Special Education" (CEC-EBP) to evaluate experimental investigations that targeted reading comprehension using an SRSD reading intervention and included students with disabilities. Summary outcome measures presented in the analysis include the between-case standardized mean difference, percentage of non-overlapping data, and visual analysis. Although the results indicated SRSD to be generally effective, the small number of studies and the fact that only 2 studies met all of the CEC-EBP quality indicators prevent the strategy from presently being considered evidence based. We present limitations and implications for future research.

This study evaluated the feasibility and effectiveness of an abbreviated computerized cognitive behavioral therapy (CCBT) software program, Camp Cope-A-Lot, in an after-school setting for elementary students identified as at risk for anxiety and other behavioral problems. Analysis of data from a small sample of students randomly assigned to a treatment or control group suggests that CCBT programs may ease the internalizing symptoms of students. We discuss limitations and implications for practitioners and future research.

Why do some individuals become dissatisfied with their marriages when levels of negative emotion are high and levels of positive emotions are low, whereas others remain unaffected? Using data from a 13-year longitudinal study of middle-aged and older adults in long-term marriages, we examined whether the 5-HTTLPR polymorphism in the serotonin transporter gene moderates the association between negative and positive emotional behavior (objectively measured during marital conflict) and changes in marital satisfaction over time. For individuals with two short alleles of 5-HTTLPR, higher negative and lower positive emotional behavior at Time 1 predicted declines in marital satisfaction over time (even after controlling for depression and other covariates). For individuals with one or two long alleles, emotional behavior did not predict changes in marital satisfaction. We also found evidence for a crossover interaction (individuals with two short alleles of 5-HTTLPR and low levels of negative or high levels of positive emotion had the highest levels of marital satisfaction). These findings provide the first evidence of a specific genetic polymorphism that moderates the association between emotional behavior and changes in marital satisfaction over time and are consistent with increasing evidence that the short allele of this polymorphism serves as a susceptibility factor that amplifies sensitivity to both negative and positive emotional influences.

We examined the relationship between a functional polymorphism of the serotonin transporter gene (5-HTTLPR) and individual differences in emotional reactivity in two laboratory studies. In Study 1, empathic responding and physiological reactivity to viewing films of others in distress were assessed in healthy adults in three age groups. In Study 2, emotional responding to watching oneself in an embarrassing situation was assessed in healthy adults and in patients with neurodegenerative diseases. In Study 1, participants with two short alleles of 5-HTTLPR reported more personal distress and showed higher levels of physiological responses in response to the films than participants with long alleles. In Study 2, participants with two short alleles reported more anger and amusement and displayed more emotional expressive behaviors in response to the embarrassing situation than participants with long alleles. These two findings from diverse samples of participants converge to indicate that individuals who are homozygous for the short allele variant of 5-HTTLPR have greater levels of emotional reactivity in two quite different socially embedded contexts.

Under the Individuals with Disabilities Education Act of 2004 (IDEA), children with identified disabilities are entitled to a free appropriate public education (FAPE). As it relates to FAPE, IDEA requires that each identified student receive special education and related services specifically designed to confer educational benefit that individual. Parents also have rights that allow them ''to present a complaint with respect to any matter relating to the identification, evaluation, or educational placement of the child, or the provision of a free appropriate public education'' (IDEA, 1 1415(b)(6)). If successful in a complaint before a hearing officer or the courts, parents may be eligible for a wide range of remedies such as reimbursement for legal fees, compensatory education, and costs associated with residential placements. If a student has been provided FAPE within a public school district and later placed within a private residential facility at the parent's discretion, the public school will not be responsible for any associated costs with privatized services under IDEA. However, if a court or hearing officer finds the public district did not provide the student with a FAPE, and the private facility did, the district will likely be liable for reimbursing parents for the cost of the private placement (IDEA, 1 1412(a)(10)(C)(i) & (ii)). Historically, there have been two standards used by the courts to determine reimbursement for a residential placement. The first standard is referred to as ''educational necessity,'' which focuses on the difference between a student's educational and medical needs. The second standard is referred to as ''primary orientation,'' and assesses whether the services provided by the facility are mostly educational in nature or if they were provided for another purpose (e.g., psychiatric treatment). Reimbursement for expenses incurred from unilateral placement of students with disabilities in private settings remains controversial and highly litigated (Yell, Katsiyannis, & Collins, 2010). Therefore, the purpose of this article is to provide an update on a recent Circuit Court case, Jefferson County School District R-1 v. Elizabeth E. (2012), which established a third standard to be used to determine the appropriateness of reimbursement for unilateral placement. First, the authors discuss the history of the case, summarize the facts, and analyze the reasoning behind the Court's decision. Second, they conclude by summarizing the implications of the case for practitioners.