Supporting New Teachers of Color and Cultural Diversity

Educators and policy makers are calling for increasing the racial and cultural diversity of the teacher workforce, given the widening cultural gap between students and teachers (see Figure 1), and the widening achievement gap between students of color and White students. Some research suggests teachers of color can address the needs of students of color through culturally relevant practices (Quiocho & Rios, 2000). However, recent studies reveal teachers of color suffer greater job dissatisfaction and higher turnover than White teachers (Ingersoll & Connor, 2008; Marvel et al., 2007).Furthermore, cultural practices of teachers of color, if valued in our schools, need to be developed rather than assumed (Sheets, 2000). Given these circumstances, educators are faced with the following questions:- What factors impact retention and attrition of new teachers of color?- What factors support new teachers of color to develop and implement practices that address the needs of students from culturally and linguistically diverse backgrounds?These questions are addressed by a team of researchers at the New Teacher Center, UCSC in a study that followed 21 teachers of color over five years, from preparation through four years of teaching in high-need California schools serving low-income and high-minority student populations

Atom's Empirical Eve: Methodological Disputes and How to Evaluate Them

This paper examines the debate in the late 19th and early 20th centuries over the acceptability of atomic and molecular physics. It focuses on three prominent figures: Maxwell, who defended atomic physics, Ostwald, who initially rejected it but changed his mind as a result of experiments by Thomson and Perrin, and Duhem, who never accepted it. Each scientist defended the position he did in the light of strongly held methodological views concerning empirical evidence. The paper critically evaluates each of these methodological positions

Degree of explanation

Partial explanations are everywhere. That is, explanations citing causes that explain some but not all of an effect are ubiquitous across science, and these in turn rely on the notion of degree of explanation. I argue that current accounts are seriously deficient. In particular, they do not incorporate adequately the way in which a cause’s explanatory importance varies with choice of explanandum. Using influential recent contrastive theories, I develop quantitative definitions that remedy this lacuna, and relate it to existing measures of degree of causation. Among other things, this reveals the precise role here of chance, as well as bearing on the relation between causal explanation and causation itself

Theories of Reference: What Was the Question?

The new theory of reference has won popularity. However, a number of noted philosophers have also attempted to reply to the critical arguments of Kripke and others, and aimed to vindicate the description theory of reference. Such responses are often based on ingenious novel kinds of descriptions, such as rigidified descriptions, causal descriptions, and metalinguistic descriptions. This prolonged debate raises the doubt whether different parties really have any shared understanding of what the central question of the philosophical theory of reference is: what is the main question to which descriptivism and the causal-historical theory have presented competing answers. One aim of the paper is to clarify this issue. The most influential objections to the new theory of reference are critically reviewed. Special attention is also paid to certain important later advances in the new theory of reference, due to Devitt and others

Quantum Particles as Conceptual Entities: A Possible Explanatory Framework for Quantum Theory

We put forward a possible new interpretation and explanatory framework for quantum theory. The basic hypothesis underlying this new framework is that quantum particles are conceptual entities. More concretely, we propose that quantum particles interact with ordinary matter, nuclei, atoms, molecules, macroscopic material entities, measuring apparatuses, ..., in a similar way to how human concepts interact with memory structures, human minds or artificial memories. We analyze the most characteristic aspects of quantum theory, i.e. entanglement and non-locality, interference and superposition, identity and individuality in the light of this new interpretation, and we put forward a specific explanation and understanding of these aspects. The basic hypothesis of our framework gives rise in a natural way to a Heisenberg uncertainty principle which introduces an understanding of the general situation of 'the one and the many' in quantum physics. A specific view on macro and micro different from the common one follows from the basic hypothesis and leads to an analysis of Schrodinger's Cat paradox and the measurement problem different from the existing ones. We reflect about the influence of this new quantum interpretation and explanatory framework on the global nature and evolutionary aspects of the world and human worldviews, and point out potential explanations for specific situations, such as the generation problem in particle physics, the confinement of quarks and the existence of dark matter.Comment: 45 pages, 10 figure