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Applied nucleation and other spatially patterned restoration methods are promising approaches for scaling up projects to meet ambitious international restoration commitments in an ecologically and economically sound manner. Much of the corresponding literature to date, however, has centered around theoretical discussions and small‐scale studies that are largely divorced from constraints faced by restoration practitioners. We briefly review recent academic literature about applied nucleation and other spatially patterned restoration methods and discuss practical challenges to their implementation. We offer several recommendations to move spatially patterned restoration from an academic conversation to scalable application, including: (1) comparing different planting designs and natural regeneration within the same system at an appropriate scale; (2) monitoring ecological outcomes throughout the restored area over sufficient time to evaluate recovery; (3) quantifying costs and documenting other logistical constraints to implementation; and (4) exploring methods for using unplanted areas to provide benefits to landholders until planted vegetation establishes. 

Choosing effective methods to restore habitat for the diverse faunal assemblages of tropical forests is hampered by lack of long-term data comparing multiple restoration treatments. We conducted area counts of bird assemblages over 12 years (~5–17 years since restoration) in a blocked experiment with two active planted treatments (tree plantations and applied nucleation) and a passive restoration treatment (natural regeneration) replicated at 11 sites in Costa Rica. We also surveyed six pastures and five remnant forest sites to assess recovery of avian species richness, composition, forest specialists, and range-restricted species in restoration plots relative to degraded and reference systems. Restoration treatments showed increased resemblance of avian assemblages to remnant forest over time. Applied nucleation proved equally effective as plantation, despite a reduced planted area, whereas natural regeneration recovered more slowly. Assemblage-level trends in avian species richness and compositional similarity to reference forest are underpinned by reductions in use by pasture birds and by gradual increases in richness of forest-affiliated species. Because forest-affiliated species tend to have narrower distributions than the open-country species they replace, forest restoration can reduce biotic homogenization at the local scale. Restoration practitioners should consider applied nucleation as an alternative to standard plantations if seeking rapid recovery of bird assemblages. However, the ecological return on investment from natural regeneration increases over a couple of decades. Managers should monitor trends in forest-affiliated and rangerestricted species to track the recovery of the full avian assemblages, since coarse metrics like species richness and overall compositional similarity may plateau relatively quickly 

Abstract Reversing large-scale habitat degradation and deforestation goes beyond what can be achieved by site-level ecological restoration and a landscape ecology perspective is fundamental. Here we assess the relative importance of tree cover and its configuration on forest-dependent birds and late-successional tree seedlings in restoration sites in southern Costa Rica. The abundance and species richness of birds increased in landscapes with more corridors, higher tree cover, and lower levels of fragmentation, highlighting the importance of riparian corridors for connectivity, and continuous tree cover as suitable habitat. Landscape variables affected abundance and species richness of seedlings similarly, but effects were weaker, possibly because seedlings face establishment limitation in addition to dispersal limitation. Moreover, the scale of landscape effects on seedlings was small, likely because proximal individual trees can significantly influence recruitment in restoration plots. Results underscore the importance of incorporating landscape-level metrics to restoration projects, as knowing the extent, and how the landscape may affect restoration outcomes can help to infer what kind of species will arrive to restoration plots. 

Teacher turnover in science and mathematics is a significant and consistent challenge for K-12 education in the U.S. This paper provides: (a) an investigation of the relationship between teacher retention and several social and motivational factors; and (b) a comparison of Master Teaching Fellows (MTF) and non-MTF teachers in terms of their retention and social and motivational factors. Teachers are classified into three retention categories: (a) stayers, (b) shifters, and (c) leavers. Social and motivational factors included teaching self-efficacy, diversity dispositions, leadership skills, principal autonomy support, teacher-school fit (adapted from person-organization fit literature), and social networks related to teaching and education. Study 1 included about 250 science and math teachers from the gulf coast region of Texas. Study 2 included 167 science and math teachers across the country. Teachers completed a survey in the summer and fall of 2021. For study 1, multinomial logistics regression analyses indicate: (a) leavers have significantly higher levels of self-efficacy; and (b) shifters have significantly higher levels of leadership skills and lower levels of teacher-school fit. The second study findings indicate: (a) MTFs’ teacher leadership network and teaching self-efficacy are significantly greater than that of non-MTFs’; and (b) MTFs significantly tend to shift to a leadership position than non-MTFs do. 

Teacher turnover i science and mathematics is a significant and consistent challenge for K-12 education in the U.S. This paper provides: (a) an investigation of the relationship between teacher retention and several social and motivational factors; and (b) a comparison of Master Teaching Fellows (MTF) and non-MTF teachers in terms of their retention and social and motivational factors. Teachers are classified into three retention categories: (a) stayers, (b) shifters, and (c) leavers. Social and motivational factors included teaching self-efficacy, diversity dispositions, leadership skills, principal autonomy support, teachers-school fit (adapted from person-organization fit literature), and social networks related to teaching and education. Study 1 included about 250 science and math teachers from the gulf coast region of Texas. Study 2 included 167 science and math teachers across the country. Teachers completed a survey in the summer and fall of 2021. For study 1, multinomial logistics regression analyses indicate: (a) leavers have significantly higher levels of self-efficacy; and (b) shifters have significantly higher levels of leadership skills and lower levels of teacher-school fit. The second study findings indicate: (a) MTFs' teacher leadership network and teaching self-efficacy are significantly greater than that of non-MTFs'; and (b) MTFs significantly tend to shift to a leadership position than non-MTFs do.