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The CLAS12 deep-inelastic scattering experiment at the upgraded 12 GeV continuous electron beam accelerator facility of Jefferson Lab conjugates luminosity and wide acceptance to study the 3D nucleon structure in the yet poorly explored valence region, and to perform precision measurements in hadron spectroscopy. A large area ring-imaging Cherenkov detector has been designed to achieve the required hadron identification in the momentum range from 3 GeV/c to 8 GeV/c, with the kaon rate about one order of magnitude lower than the rate of pions and protons. The adopted solution comprises aerogel radiator and composite mirrors in a novel hybrid optics design, where either direct or reflected light could be imaged in a high-packed and high segmented photon detector. The first RICH module was assembled during the second half of 2017 and installed at the beginning of January 2018, in time for the start of the experiment. The second RICH module, planned with the goal to be ready for the beginning of the operation with polarized targets, has been timely built despite the complications caused by the pandemic crisis and successfully installed in June 2022. The detector performance is here discussed with emphasis on the operation and stability during the data-taking, calibration and alignment procedures, reconstruction and pattern recognition algorithms, and particle identification. 

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.