Peer-led team-learning (PLTL) groups have been implemented in both semesters of the general chemistry series at Washington University. We have adapted the PLTL model to fit into a traditional university structure (classes are large; there are multiple sections with different instructors; and graduate students are teaching assistants in the course) by establishing an optional PLTL program outside the course structure. Using data from the fall semesters of 2003 and 2004, we found that students who participated in PLTL groups performed approximately one-third of a grade point (an average of B versus B-) higher in our first-semester General Chemistry course compared with students who opted not to participate, even after controlling for differences in the students' background characteristics. These results of PLTL's effect on students' performance and attitudes correspond to those found in PLTL programs elsewhere. This improved performance was obtained even though our PLTL-participating students were less prepared quantitatively than our non-PLTL-participating students. In addition, we conducted an attitudinal study, and found that students participating in the PLTL program reported having positive attitudes about the program and the effects of PLTL on their performance in the class. We also found some gender difference in attitudes towards group study and interactions.

A rationale for providing high-quality support during teachers’ early years is to develop further the skills teachers acquire during preparation and to help overcome weaknesses that might lead them to abandon the profession. Yet, almost no consideration has been given to potential interactions between preservice preparation and induction support received. This study utilizes survey and administrative data to examine the effects, including interactions, of preservice preparation and early career support on new teachers’ career intentions and decisions. Consistent with previous research, we find a direct association between perceived preparation quality and leaving teaching. Moreover, we find the quality and comprehensiveness of mentoring and induction to be related to teachers’ intentions and decisions. Our results also suggest that comprehensive support moderates the relationship between preservice preparation and intentions to leave. The findings point to the importance of considering preservice preparation in combination with induction support in efforts to address teacher attrition.

We report two laboratory-acquired Brucella melitensis infections that were shown to be epidemiologically related. Blood culture isolates were initially misidentified because of variable Gram stain results, which led to misdiagnoses and subsequent laboratory exposures. Notifying laboratory personnel who unknowingly processed cultures from brucellosis patients is an important preventive measure.

Studies show that there are far greater numbers of individuals certified to be educational administrators than of positions requiring such certification. Yet concerns regarding shortages abound, in part because of widespread perceptions of a lack of interest by teachers and administrative certificate holders in administrative work. This study takes a close look at the pipeline into educational administration to determine whether decisions on the supply side, demand side, or both are responsible for the movement (or lack thereof) of individuals into administration. Research Design: This study employs survey and administrative data from 2002 to 2006 to track a sample of administrative certificate earners in Illinois through the pipeline into administrative positions. Using application and job offer information, the authors identify who applied for administrative jobs, received job offers, and accepted administrative positions and assess using logistic regression models factors associated with the decisions of prospective employees and employers in this labor market. Findings: Although a majority of respondents attempted to obtain administrative positions within 2 years of completing administrative certification, a substantially smaller percentage actually became administrators. This study reveals that approximately 30% of eligible respondents are lost at each stage-application, job offer, and job acceptance. Conclusions: Multiple factors contribute to the loss of Article DeAngelis and Kawakyu O'Connor 469 prospective administrators from the pipeline into educational administration. The findings suggest that more job-specific training opportunities and greater support and encouragement throughout the transition process would stem some of the loss of prospective administrators.