Current Issues
Volume 14, Number 1, Spring 2025
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Editorial
Sabre Cherkowski, University of British Columbia, Canada
Jill Bradley-Levine, Ball State University, U.S.A. -
“You Can’t Talk About the Whole Child Without the Whole Teacher”: How Two Districts Support Whole Teacher Development in the United States and Canada
Natalie Fensterstock, Luskin School of Public Affairs, University of California, Los Angeles, U.S.A.
Karolyn Maurer, Minnesota State University, Mankato, U.S.A.
Marisa Saunders, UCLA Center for Community Schooling. University of California, Los Angeles, U.S.A.
Barnett Berry, University of Kansas, U.S.A. -
Self-Leadership and Teacher Well-Being: An Internal Family Systems Informed Approach
Lindy L. Johnson, William & Mary, U.S.A.
Jonathan Adams, William & Mary, U.S.A.
Chelsea Choi, William & Mary, U.S.A. -
Lead with the Body: Somatic Embodied Practices for Teacher Leadership and Well-being
Kachine Suzanne Kulick, University of Colorado, U.S.A. -
Under a “Torrential Wave of Expectations and Requirements”: An Ecological Investigation of New Teacher Well-being in District Support Systems
Emily Reich, University of California, Berkeley, U.S.A.
Joy Esboldt, University of Delaware, U.S.A. - The Relationship Between Teacher Burnout and Physical Activity Among High School Teachers
Kyle Davis, Cherokee County School District
Miyoshi Juergensen, University of Alabama at Birmingham, U.S.A.
Mei-Lin Chang, Kennesaw State University, U.S.A.VChinasa Elue, Kennesaw State University, U.S.A - In it for the Long Run: Teacher Educators of Color Creating Kinetic Counterspaces for Wellness
Diane Mendoza Nevárez, California State University, Stanislaus, U.S.A.
Arturo Nevárez, California State University, Stanislaus, U.S.A.
Daniel Soodjinda, California State University, Stanislaus, U.S.A.