Olivia L Chi
Biographic Data
| ID | 5741929 |
|---|---|
| NAME | Olivia L Chi |
| GIVEN NAMES | Olivia L |
| FAMILY NAME | Chi |
| SIGNATURE | CHI O L |
| AFFILIATIONS | Boston University, Boston, MA |
| ORCID | 0009-0003-4144-8338 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Motivations to enter the teaching profession during the Covid-19 pandemic
Who Becomes a Teacher When Entry Requirements Are Reduced? An Analysis of Emergency Licenses in Massachusetts
The COVID-19 pandemic disrupted teacher candidates’ ability to complete licensure requirements, prompting many states to temporarily reduce professional entry requirements to avoid teacher shortages. This study examines the emergency teaching license in Massachusetts, which allowed individuals with only a bachelor’s degree to enter the teacher workforce. Findings reveal that emergency licenses increased teacher supply by employing individuals pre…
Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a seri…
Two Years Later
The unprecedented challenges of teaching during COVID-19 prompted fears of a mass exodus from the profession. We examine the extent to which these fears were realized using administrative records of Massachusetts teachers between 2015–2016 and 2021–2022. Relative to prepandemic levels, average turnover rates were similar going into the fall of 2020 but increased by 17% (from 15.0% to 17.5%) going into the fall of 2021. The fall 2021 increases wer…
Teacher Skill Development
We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers’ value‐added to student achievement on standardized tests. Unlike value‐added, subjective performance ratings provide detailed information about specific skill dimensions and are ava…
Two Years Later
The unprecedented challenges of teaching during COVID-19 prompted fears of a mass exodus from the profession. We examine the extent to which these fears were realized using administrative records of Massachusetts teachers between 2015–2016 and 2021–2022. Relative to prepandemic levels, average turnover rates were similar going into the fall of 2020 but increased by 17% (from 15.0% to 17.5%) going into the fall of 2021. The fall 2021 increases wer…
Teacher Skill Development
We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers’ value‐added to student achievement on standardized tests. Unlike value‐added, subjective performance ratings provide detailed information about specific skill dimensions and are ava…
Motivations to enter the teaching profession during the Covid-19 pandemic
Teacher Skill Development
We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers’ value‐added to student achievement on standardized tests. Unlike value‐added, subjective performance ratings provide detailed information about specific skill dimensions and are ava…
Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a seri…
Two Years Later
The unprecedented challenges of teaching during COVID-19 prompted fears of a mass exodus from the profession. We examine the extent to which these fears were realized using administrative records of Massachusetts teachers between 2015–2016 and 2021–2022. Relative to prepandemic levels, average turnover rates were similar going into the fall of 2020 but increased by 17% (from 15.0% to 17.5%) going into the fall of 2021. The fall 2021 increases wer…
Motivations to enter the teaching profession during the Covid-19 pandemic
Who Becomes a Teacher When Entry Requirements Are Reduced? An Analysis of Emergency Licenses in Massachusetts
The COVID-19 pandemic disrupted teacher candidates’ ability to complete licensure requirements, prompting many states to temporarily reduce professional entry requirements to avoid teacher shortages. This study examines the emergency teaching license in Massachusetts, which allowed individuals with only a bachelor’s degree to enter the teacher workforce. Findings reveal that emergency licenses increased teacher supply by employing individuals pre…
Psychology (4 works) · 2019-20 coronavirus outbreak (2 works) · Coronavirus disease 2019 (COVID-19 (2 works) · Law (2 works) · Law (2 works) · Mathematics education (2 works) · Medicine (2 works) · Pandemic (2 works) · Political science (2 works) · Social Psychology (2 works)