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by Jacob NeumannThis paper addresses the still-contested understanding of the relationship between teaching and mandated accountability testing. Based on two years of fieldwork and grounded in the narrative inquiry tradition, this paper presents a fine-grained analysis of the influence testing has on teaching in one social studies teacher’s classroom. Contrary to the position that mandated testing breeds “multiple-choice teaching” and a “just the facts, ma’am” approach to social studies, this study finds that deep and authentic teaching and learning are not incommensurable with mandated testing. post a comment
by Lauren Anderson & Jamy StillmanThis research comment reports on preliminary findings from a study that explores how teachers navigate Common Core State Standards implementation in the area of language arts. It focuses specifically on the challenges that arose as a team of bilingual teachers worked to make sense of the CCSS emphasis on text complexity and engage young students around complex, informational texts.
 by Michelle Pacansky-Brock
reviewed by Vanessa P. Dennen
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|  by Margaret Macintyre Latta & Susan Wunder (Eds.)
reviewed by Jenice L. View
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|  by Sally Tomlinson
reviewed by Rhodesia McMillian & Ty-Ron M. O. Douglas
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|  by Elizabeth J. Meyer & Annie Pullen Sansfaçon (Eds.)
reviewed by Hilary Lustick
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|  by Adam Howard, Brianne Wheeler, & Aimee Polimeno
reviewed by Elizabeth Silva
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by Gary NatrielloThe editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.
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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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