This paper examines in-service school leaders' perceptions regarding the degree to which their administrator preparation program addressed necessary skills and knowledge to effectively work with educators of children in special education and gifted programs. Principals from a large metropolitan district were surveyed. Findings indicate some dissonance between what educational leadership preparation programs and school districts are providing future school leaders and the on-the-job demands for school administrators. Results are provided along with suggestions for future research.

Critical illness in COVID-19 is an extreme and clinically homogeneous disease phenotype that we have previously shown1 to be highly efficient for discovery of genetic associations2. Despite the advanced stage of illness at presentation, we have shown that host genetics in patients who are critically ill with COVID-19 can identify immunomodulatory therapies with strong beneficial effects in this group3. Here we analyse 24,202 cases of COVID-19 with critical illness comprising a combination of microarray genotype and whole-genome sequencing data from cases of critical illness in the international GenOMICC (11,440 cases) study, combined with other studies recruiting hospitalized patients with a strong focus on severe and critical disease: ISARIC4C (676 cases) and the SCOURGE consortium (5,934 cases). To put these results in the context of existing work, we conduct a meta-analysis of the new GenOMICC genome-wide association study (GWAS) results with previously published data. We find 49 genome-wide significant associations, of which 16 have not been reported previously. To investigate the therapeutic implications of these findings, we infer the structural consequences of protein-coding variants, and combine our GWAS results with gene expression data using a monocyte transcriptome-wide association study (TWAS) model, as well as gene and protein expression using Mendelian randomization. We identify potentially druggable targets in multiple systems, including inflammatory signalling (JAK1), monocyte–macrophage activation and endothelial permeability (PDE4A), immunometabolism (SLC2A5 and AK5), and host factors required for viral entry and replication (TMPRSS2 and RAB2A).

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The purpose of this qualitative phenomenological research was to validate the findings from a previous exploratory study of transformative learning in a specific, primarily online, graduate course model. This study involved the systematic content analysis of the graduate students' reflective writings collected at specific intervals throughout each course semester. Construct validity of the content analysis was strengthened through the application of a coding rubric and data analysis triangulated across three researchers. The final results indicate that the phases of transformative learning were repeatedly evident in students' reflective discussion comments and that fundamental changes in preconceived ideas, beliefs, habits, or assumptions had occurred for approximately one fourth of the participants around the themes of course workload, fear of or incompetence with technology, social role priorities, the online self-directed course format, and collaborative learning. The instructor role was found to be a vital component in the facilitation of transformative learning.