Modeling Teacher Attrition: Teacher Characteristics and Working Conditions

Thesis advisor: Joseph J. PedullaThis paper describes the literature on teacher attrition as either focusing on the working conditions faced by beginning teachers or highlighting variations in teachers' characteristics as causes for early teacher attrition. This study uses responses to the School and Staffing Survey (SASS) along with the Teacher Follow-Up Survey (TFS) to compare these contrasting views of early teacher attrition. Two logistic regression models were constructed and their relative efficacy in explaining teacher attrition were compared using three statistical techniques; model fit characteristics (e.g. pseudo-R2, Akaike Information Criteria, Bayesian Information Criteria); a comparison of their classification effectiveness, and results from Davidson and MacKinnon's J test (1981). A final model was also constructed using the predictive elements of each of the previous models. Results suggest that the working conditions model better fits the observed data than the teacher characteristics model. The final model highlights the importance of teacher commitment and engagement in the profession in teachers' career decisions.Thesis (PhD) — Boston College, 2011.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Research, Measurement, and Evaluation

Teachers’ Education and Outcomes: Mapping the Research Terrain

Background/Context: Questions about teacher quality, including how teachers ought to be educated and licensed, rank near the top of the educational agenda in the United States. These controversies persist because of lack of consensus about what “teacher quality” means, conflicting claims about the empirical evidence, and public skepticism about the need for formal teacher preparation. Because there has been relatively little research on the outcomes of preparation programs and pathways and because researchers work from diverging paradigms, there are few clear conclusions in this area. Purpose/Objective/Research Question/Focus of Study: The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. Using the concept of research “genres,” the article addresses two questions: (1) How have researchers conceptualized and studied the connections between teachers’ education and its outcomes, consequences, or results? (2) What are the policy controversies and larger social and political factors that have shaped these genres? Research Design:This review focuses on research conducted in the United States since 1998 and published by peer-reviewed journals or centers with peer review procedures. The review includes only empirical research that explicitly examines connections between particular aspects of teachers’ education (e.g., certification status, academic background, pathways into teaching, program mission/curriculum, transitions to teaching, life experiences) and specific posteducation outcomes (e.g., teacher preparedness, beliefs, practice, retention, student achievement). Findings/Results: The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices. The article analyzes and critiques each genre, including its contributions/limitations and the controversies it addresses. Conclusions/Recommendations: The review concludes that there continue to be relatively few studies that connect aspects of teachers’ education to outcomes; some genres focus primarily on outcomes related to student achievement, whereas others focus primarily on outcomes related to teacher learning. These genres have grown up relatively separately from one another. The review recommends that all six research genres ought to be taken into account by policymakers, researchers, and practitioners in order to have a rich understandings of teachers’ education and outcomes

Teachers’ Education and Outcomes: Mapping the Research Terrain

Background/Context: Questions about teacher quality, including how teachers ought to be educated and licensed, rank near the top of the educational agenda in the United States. These controversies persist because of lack of consensus about what “teacher quality” means, conflicting claims about the empirical evidence, and public skepticism about the need for formal teacher preparation. Because there has been relatively little research on the outcomes of preparation programs and pathways and because researchers work from diverging paradigms, there are few clear conclusions in this area. Purpose/Objective/Research Question/Focus of Study: The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. Using the concept of research “genres,” the article addresses two questions: (1) How have researchers conceptualized and studied the connections between teachers’ education and its outcomes, consequences, or results? (2) What are the policy controversies and larger social and political factors that have shaped these genres? Research Design:This review focuses on research conducted in the United States since 1998 and published by peer-reviewed journals or centers with peer review procedures. The review includes only empirical research that explicitly examines connections between particular aspects of teachers’ education (e.g., certification status, academic background, pathways into teaching, program mission/curriculum, transitions to teaching, life experiences) and specific posteducation outcomes (e.g., teacher preparedness, beliefs, practice, retention, student achievement). Findings/Results: The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices. The article analyzes and critiques each genre, including its contributions/limitations and the controversies it addresses. Conclusions/Recommendations: The review concludes that there continue to be relatively few studies that connect aspects of teachers’ education to outcomes; some genres focus primarily on outcomes related to student achievement, whereas others focus primarily on outcomes related to teacher learning. These genres have grown up relatively separately from one another. The review recommends that all six research genres ought to be taken into account by policymakers, researchers, and practitioners in order to have a rich understandings of teachers’ education and outcomes

The All-sky Medium Energy Gamma-ray Observatory eXplorer (AMEGO-X) Mission Concept

The All-sky Medium Energy Gamma-ray Observatory eXplorer (AMEGO-X) is designed to identify and characterize gamma rays from extreme explosions and accelerators. The main science themes include: supermassive black holes and their connections to neutrinos and cosmic rays; binary neutron star mergers and the relativistic jets they produce; cosmic ray particle acceleration sources including Galactic supernovae; and continuous monitoring of other astrophysical events and sources over the full sky in this important energy range. AMEGO-X will probe the medium energy gamma-ray band using a single instrument with sensitivity up to an order of magnitude greater than previous telescopes in the energy range 100 keV to 1 GeV that can be only realized in space. During its three-year baseline mission, AMEGO-X will observe nearly the entire sky every two orbits, building up a sensitive all-sky map of gamma-ray sources and emission. AMEGO-X was submitted in the recent 2021 NASA MIDEX Announcement of Opportunity.Comment: 23 pages, 16 figures, Published Journal of Astronomical Telescopes, Instruments, and System

Authentic Integration of Ethics and AI through Sociotechnical, Problem-Based Learning

Growing awareness of both the demand for artificial intelligence (AI) expertise and of the societal impacts of AI systems has led to calls to integrate learning of ethics alongside learning of technical skills in AI courses and pathways. In this paper, we discuss our experiences developing and piloting the TechHive:AI curriculum for high school youth that integrates AI ethics and technical learning. The design of the curriculum was guided by the following pedagogical goals: (1) to respond to the capacity-building need for critical sociotechnical competencies in AI workforce pathways; and (2) to broaden participation in AI pathways through intentional instructional design to center equity in learning experiences. We provide an overview of the 30-hour learning sequence’s instructional design, and our “4D Framework,” which we use as a heuristic to help students conceptualize and inspect AI systems. We then provide a focused description of one of three 8-hour modules that make up the sequence. Finally, we present evidence of promise from an exploratory study of TechHive:AI with a small sample of students, and discuss insights from implementation, including from our use of established resources for AI learning within the learning sequence as well as those created by our team

How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

Abstract Background Much of science, technology, engineering, mathematics, and medical (STEMM) education policy and research centers around developing the upper levels of the STEMM workforce sector. However, there are many positions in this workforce, “middle-skill careers,” that are largely responsible for executing the innovations and are largely ignored in STEMM education research. Results Using data from the National Educational Longitudinal Study of 1988, we found differences in what predicts STEMM-related vs. non-STEMM careers across skill-level. For instance, underrepresented minorities and those exhibiting school transgressions are more likely to be working in middle-skill STEMM fields than in middle-skill non-STEMM fields as adults; the same is not true of the high-skill workforce. Conclusions One-size-fits-all policies for broadening participation in the STEMM workforce across skill-level are unlikely to be successful. Further, programs that are designed to generate wonder and fascination with STEMM content may be successful in attracting more girls. However, to promote greater participation of individuals from traditionally underrepresented ethnic minority groups in STEMM, programs that support choices toward higher educational attainment, specifically four-year college degree attainment, are more likely to be successful

The gas-phase reactions Of SiCl4 and Si2Cl6 with CH3OH and C2H5OH: an investigation by mass spectrometry and matrix-isolation infrared spectroscopy

The gas phase reactions Of SiCl4 and Si2Cl6 With CH3OH and C2H5OH have been investigated using both mass spectrometry and matrix isolation techniques. SiCl4 reacts with both CH3OH and C2H5OH upon mixing of the vapours for times in excess of 3 h to generate the HCl-elimination products SiCl3OR (R = CH3 or C2H5). The identity of these products is confirmed by deuteration experiments and by ab initio calculations at the HF/6-31G(d) level. Further products are generated when the mixture is passed through a tube heated to 750degreesC. Si2Cl6 reacts with CH3OH and C2H5OH via a different mechanism in which the Si-Si bond is cleaved to yield SiCl3OR and HCl. Other products of the type SiCl4-n(OCH3)(n) are tentatively identified by a combination of mass spectrometric and matrix isolation measurements. These latter products indicate further replacement of Cl atoms by OR groups as a result of reaction of CH3OH or C2H5OH with the initial product

Experimental and theoretical evidence for homogeneous catalysis in the gas-phase reaction of SiH2 with H2O (and D2O): a combined kinetic and quantum chemical study

Time-resolved kinetic studies of the reaction of silylene, SiH2, with H2O and with D2O have been carried out in the gas phase at 297 K and at 345 K, using laser flash photolysis to generate and monitor SiH2. The reaction was studied independently as a function of H2O (or D2O) and SF6 (bath gas) pressures. At a fixed pressure of SF6 (5 Torr), [SiH2] decay constants, k(obs), showed a quadratic dependence on [H2O] or [D2O]. At a fixed pressure of H2O or D2O, k(obs) Values were strongly dependent on [SF6]. The combined rate expression is consistent with a mechanism involving the reversible formation of a vibrationally excited zwitterionic donor-acceptor complex, H2Si...OH2 (or H2Si...OD2). This complex can then either be stabilized by SF6 or it reacts with a further molecule of H2O (or D2O) in the rate-determining step. Isotope effects are in the range 1.0-1.5 and are broadly consistent with this mechanism. The mechanism is further supported by RRKM theory, which shows the association reaction to be close to its third-order region of pressure (SF6) dependence. Ab initio quantum calculations, carried out at the G3 level, support the existence of a hydrated zwitterion H2Si...(OH2)(2), which can rearrange to hydrated silanol, with an energy barrier below the reaction energy threshold. This is the first example of a gas-phase-catalyzed silylene reaction

Reactions of SiCl2 with N2O, NO and O2

The thermal route to dichlorosilylene by pyrolysis Of Si2Cl6 has been investigated using both mass spectrometry and matrix isolation techniques. The formation Of SiCl2 in the gas phase was confirmed by employing a known "trapping" agent, namely buta-1,3-diene, which gave the product 1, 2-dichloro-1-silacyclopent-3 -ene. Dichlorosilylene was then reacted with N2O and NO. The observed products in the mass spectrum from the N2O reaction were SiCl2O and its polymers and N-2. On reacting SiCl2 with NO, SiCl2O and its polymers, Cl-2 and N2O were all observed. Infrared spectra of argon matrices supported these findings from mass spectrometry. A mechanism is proposed for this reaction based on these observations involving the intermediacy of cyclo-Cl2SiO2 and is supported by ab initio calculations at the MP2 and G3 levels. The reaction between SiCl2 and O-2 has also been investigated. The products seen in this case were SiCl2O and Cl-2. Ab initio calculations again suggest that cyclo-Cl2SiO2 is involved, and a chain mechanism seems the most likely route to Cl-2 formation. The calculations lead to DeltaH(f)degrees (SiO2,g) = -276 +/- 4- 6 kJ mol(-1)

Success and Outcomes Following a Second Salvage Attempt for Free Flap Compromise in Patients Undergoing Head and Neck Reconstruction

Importance: Incidence of perioperative free flap compromise is low, with successful salvage in up to 70%. When the flap is compromised a second time, the value of intervening is unknown. Objective: To assess the outcomes of a second revascularization attempt for compromised free flaps. Design, Setting, and Participants: This multicenter retrospective medical record review included patients undergoing head and neck reconstruction with free flaps at 6 US medical centers from January 1, 2000, through December 30, 2020. Patients were 18 years or older with a history of head and neck defects from cancer, osteoradionecrosis, or other wounds. Of 3510 flaps identified, 79 were successfully salvaged once, became compromised a second time, and underwent attempted salvage. Main Outcome and Measure: Flaps with a history of initial compromise and successful revascularization demonstrating second episodes of compromise followed by second salvage attempts. Results: A total of 79 patients (mean age, 64 years; 61 [77%] men) were included in the analysis. Of the 79 flaps undergoing second salvage attempts, 24 (30%) survived while 55 (70%) demonstrated necrosis. Arterial or venous thrombectomy was performed in 17 of the 24 (71%) flaps that survived and 23 of the 55 (42%) flaps demonstrating necrosis (odds ratio, 3.38; 95% CI, 1.21-9.47). When venous compromise was encountered, changing the anastomotic vein was associated with decreased survival compared with not changing the vein (29 of 55 [53%] flaps vs 10 of 24 [42%] flaps); vein revision to an alternative branch was completed in 1 of the 24 (4%) flaps that survived and 19 of the 55 (35%) flaps with necrosis (odds ratio, 0.08; 95% CI, 0.00-0.60). Factors that were not associated with flap survival following second salvage attempts included flap type, cause of flap failure, postoperative complications, patient comorbidities, and heparin administration after second salvage. Conclusions and Relevance: In this cohort study, second salvage was successful in 30% of free flaps. Flaps that underwent arterial or venous thrombectomy demonstrated better survival, while vein revision to neighboring branch veins was associated with worse flap outcomes