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COVID-19’s influence on the teaching profession will be felt for many years as teachers faced experiences that they have never encountered. The pandemic forced already taxed teachers to assume additional responsibilities, many of which they were not prepared to deal with. The result was an exodus of teachers from the profession, and those who remained reported challenges that impacted their personal and professional lives. The authors describe the effects on teachers and the impact that this had on them, including reasons why many departed from teaching. In closing, the authors offer recommendations to teacher preparation programs, districts, and schools.

In this chapter, we focus on the social integration of young immigrants in Sweden who themselves and/or one or both of their parents came from Iran or former Yugoslavia. In particular, we look at the share of alters in their core networks who are of the same parental national origin and how this has changed within a period of four years. To explain network changes, we consider the parental national origin similarity among them, changes in opportunities to meet network members, and important life events.

We analyzed two waves of survey data collected in 2010 and 2014 from 1,537 individuals who live in Sweden and who were all born in 1990, including 325 immigrants from Iran, 447 immigrants from former Yugoslavia, and 805 native Swedes. The results indicate that: (a) the share of parental national origin similar alters in the core networks of immigrants significantly increases over time, (b) first-generation immigrants in particular increasingly associate with others who are of the same parental national origin, (c) important life events hardly result in network changes, and (d) schools and work places are social contexts that enhance the social integration of immigrants, because in these contexts immigrants meet and engage in personal relationships with individuals who do not share their parental national origin.

This study examines how asking employees to self-assess their performance during the compensation setting process, when they are unaware of their marginal contribution to firm profit, affects employer welfare. Previous research suggests that giving employees a voice in the compensation setting process can positively affect employee performance and firm profit (Jenkins & Lawler, 1981; Roberts, 2003). However, the study proposes that asking employees to assess their own performance as part of the compensation setting process can have unintended consequences that ultimately lead to higher employee compensation demands. This is because asking employees to assess their performance increases their overconfidence in their own performance and their compensation demands. As a result, employers may face the dilemma of whether to meet these higher compensation demands or risk economic losses due to employee retaliation if their demands are not met. Through experimental evidence comparing a control condition without self-assessments and three self-assessment reporting conditions, the study provides evidence that supports the notion that eliciting employee self-assessments as part of the compensation process reduces employer welfare. Data on employee perceptions of performance further support the notion that asking employees to evaluate their performance leads to an inflated perception of their performance. These findings provide a theory-based explanation of why, in practice, many companies disentangle employee performance assessments from the compensation setting process and that companies are well advised in doing so.

This chapter explores the alignment of teacher leadership and student learning in a professional development school (PDS) by reporting on a successful teacher-initiated PDS project at a southeastern United States high school. De-tracking efforts using teacher collaboration and efficacy in ninth grade Algebra I College Prep courses were examined for effectiveness to improve the achievement in mathematics of students who enter high school without pre-algebra skills. The chapter critiques the lack of democracy inherent in educational tracking as a default system of student grouping because it perpetuates inequities, particularly for students most likely to experience challenges with academic achievement.