scholarly journals Couples’ early career trajectories and later life housing consequences in Germany: Investigating cumulative disadvantages

2021 ◽  
pp. 100445
Author(s):  
Sophia Fauser ◽  
Sonja Scheuring
Keyword(s):  
Later Life ◽  
Early Career ◽  
Career Trajectories ◽  
Cumulative Disadvantages

Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools

2019 ◽  
Vol 121 (2) ◽  
pp. 1-36
Author(s):  
William Zahner ◽  
Suzanne Chapin ◽  
Rich Levine ◽  
Lingjun A. He ◽  
Robert Afonso
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Early Career ◽  
School Mathematics ◽  
The Other ◽  
Attrition Rate ◽  
Secondary School Mathematics ◽  
Stem Majors ◽  
Career Trajectories ◽  
High Need Schools

Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

scholarly journals The effect of an early-career involuntary job loss on later life health in Europe

2018 ◽  
Vol 35 ◽  
pp. 69-76 ◽  
Author(s):  
Jonas Voßemer ◽  
Michael Gebel ◽  
Olena Nizalova ◽  
Olga Nikolaieva
Keyword(s):  
Job Loss ◽  
Later Life ◽  
Early Career ◽  
Involuntary Job Loss

scholarly journals Implementing and Evaluating a Mentor Training to Improve Support for Early-Career Scholars in Tobacco Regulatory Science

2019 ◽  
Vol 22 (6) ◽  
pp. 1041-1045
Author(s):  
Christy D Di Frances ◽  
Ellen Childs ◽  
Jessica L Fetterman ◽  
Andrea C Villanti ◽  
Cassandra A Stanton ◽  
...  
Keyword(s):  
Training Program ◽  
Research Training ◽  
Early Career ◽  
Regulatory Science ◽  
Specific Information ◽  
Mentor Training ◽  
Regulatory Policies ◽  
Early Career Researchers ◽  
Career Trajectories ◽  
Funding Opportunities

Abstract Introduction To implement and evaluate a blended online and in-person training to help mentors of early-career researchers appreciate the complexities of Tobacco Regulatory Science (TRS), refine TRS mentoring skills, and become acquainted with resources for providing effective guidance to TRS mentees. Methods TRS mentors engaged in a two-part pilot test of the training program. Authors evaluated both the online and in-person training using retrospective pre-post evaluations, which measure learning at the conclusion of a training program, and post-program focus groups. Twenty learners completed the online training, and 16 learners attended the in-person training module. Nine participants completed evaluations for the online module, and 12 participants completed evaluations for the in-person module. Results Program assessments revealed that participants found that the training achieved its overall goals. The majority of respondents (87.5%) rated the online portion of the training as valuable. For the in-person training, participants reported statistically significant improvements regarding confidence in: helping mentees to identify skills and training to effectively pursue TRS, assisting mentees in weighing career trajectories, and guiding mentees in conducting research responsive to TRS regulatory priorities. Conclusions The novel mentoring program was well received by faculty seeking to strengthen skills for mentoring early-career TRS researchers to navigate the complex landscape of TRS, explore diverse funding opportunities, and discern potential career trajectories. It provided unique content to address issues outside the traditional tobacco research training curriculum and offered specific information on regulatory policies, priorities, and opportunities. Implications This research documents the deployment and evaluation of a blended online and in-person training program for investigators mentoring early-career researchers working in TRS. Our assessment discovered that participants found the training to be valuable to their overall mentoring objectives. The training comprises a novel curriculum for investigators engaged in mentoring early-career researchers in a unique field, thus filling a deficit in the published literature by presenting a curriculum that has been customized to the unique needs of TRS mentors.

scholarly journals Task specialization across research careers

eLife ◽  
2020 ◽  
Vol 9 ◽  
Author(s):  
Nicolas Robinson-Garcia ◽  
Rodrigo Costas ◽  
Cassidy R Sugimoto ◽  
Vincent Larivière ◽  
Gabriela F Nane
Keyword(s):  
Early Career ◽  
Task Specialization ◽  
Research Papers ◽  
Archetypal Analysis ◽  
Career Trajectories ◽  
Team Working ◽  
Research Careers ◽  
The Individual ◽  
Published Research ◽  
And Training

Research careers are typically envisioned as a single path in which a scientist starts as a member of a team working under the guidance of one or more experienced scientists and, if they are successful, ends with the individual leading their own research group and training future generations of scientists. Here we study the author contribution statements of published research papers in order to explore possible biases and disparities in career trajectories in science. We used Bayesian networks to train a prediction model based on a dataset of 70,694 publications from PLoS journals, which included 347,136 distinct authors and their associated contribution statements. This model was used to predict the contributions of 222,925 authors in 6,236,239 publications, and to apply a robust archetypal analysis to profile scientists across four career stages: junior, early-career, mid-career and late-career. All three of the archetypes we found - leader, specialized, and supporting - were encountered for early-career and mid-career researchers. Junior researchers displayed only two archetypes (specialized, and supporting), as did late-career researchers (leader and supporting). Scientists assigned to the leader and specialized archetypes tended to have longer careers than those assigned to the supporting archetype. We also observed consistent gender bias at all stages: the majority of male scientists belonged to the leader archetype, while the larger proportion of women belonged to the specialized archetype, especially for early-career and mid-career researchers.

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