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“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers

by Emery Petchauer
This two-year qualitative study used the theoretical constructs of identity contingencies and situational cues to explore the experiences of 22 African American preservice teachers in their teacher licensure testing events. Findings illustrate that race can become a salient dimension of the testing event through (a) interactions with test proctors and site administrators and (b) actions of other test takers that inadvertently cue racial stereotypes and judgments.
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Agency in Real Time? Situating Teachers’ Efforts Toward Inclusion in the Context of Local and Enduring Struggles

by Srikala Naraian
This paper reviews data from multiple sites to disclose teachers’ practices at the confluence of multiple discourses that collectively construct inclusion in uncertain terms. It suggests that teacher agency for inclusion is situated within the contradictions of everyday schooling practice and offers a framing of inclusion that is grounded in such conditions.
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Book Reviews
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Ethical Leadership and the Community College: Paradigms, Decision-Making, and Praxis

by J. Luke Wood, Carlos Nevarez
reviewed by Edna Martinez


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Starting Strong: A Mentoring Fable

by Lois J. Zachary, Lory A. Fischler
reviewed by Stephanie Shedrow


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Children’s Literature in Second Language Education

by Janice Bland, Christiane Lütge (Eds.)
reviewed by Jayoung Choi & Myoung Eun Pang


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Healthy Schools: The Hidden Component of Teaching and Learning

by Phyllis A. Gimbel (author), Lenesa Leana (author), and Amanda Bird (contributor)
reviewed by Dongyao Tan & Mike Yough


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Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom

by Patricia A. Jennings
reviewed by Stephen D. Hancock



Education researcher Jo Beth Jimerson discusses her article, Professional Learning for Using Data: Examining Teacher Needs & Supports. Watch and discuss this episode of The Voice on Vialogues.

Commentary

Contemplative Practice for Beginning Teachers: Should It Be Included in the Teacher Education Curriculum?

by M. A. Impedovo & Sufiana Khatoon Malik
The purpose of this commentary is to consider the role of contemplative practices in the teacher preparation curriculum. Contemplative practices help reduce stress, improve a sense of well-being, and increase coping abilities for professional demands. They can be particularly useful in managing stress in transition situations. We suggest that students preparing to teach be provided specific training on how to use contemplative practices for sustaining positive personal and professional development.
Editorial

Announcing Teachers College Record Yearbooks

by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.


Publishing in TCR
To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link "Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.
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