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College Student Pathways to the STEM Disciplines

by Mark E. Engberg & Gregory C. Wolniak
This article examines the effects of individual- and institutional-level factors across secondary and postsecondary contexts on students’ likelihood of majoring in the science, technology, engineering, and mathematics (STEM) fields in college.
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Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools

by Keffrelyn D. Brown & Lisa S. Goldstein
This article highlights the contradictions that preservice teachers encounter when attempting to reconcile their own perspectives about academic achievement that emphasize growth and progress with those found in larger policy and school contexts that focus on success and mastery of common learning standards. The authors offer that using the more precise terms academic progress and academic success will clarify these contradictory perspectives on academic achievement and illuminate the complexities that teachers encounter when preparing to teach in a post–No Child Left Behind context.
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Book Reviews
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The Future of Evaluation in Society: A Tribute to Michael Scriven

by Stewart I. Donaldson (Ed.)
reviewed by Cara Jackson


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Rethinking Multicultural Education: Teaching for Racial and Cultural Justice

by Wayne Au
reviewed by Mike Metz


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The Contemplative Practitioner: Meditation in Education and the Workplace

by John P. Miller
reviewed by Mandy Krahn


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Transforming Students: Fulfilling the Promise of Higher Education

by Charity Johansson
reviewed by Emily L. Kohl & Edward J. Brantmeier


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Reforming Legal Education: Law Schools at the Crossroads

by David M. Moss & Debra Moss Curtis (Eds.)
reviewed by Stanley Katz



This week education researcher Stephanie Jones discusses her co-authored paper, Teaching Bodies in Place. Watch and discuss this episode of The Voice on Vialogues.
Commentary

Why Applying Engineering Design Principles and Methods to Improve Teacher Evaluation Systems May Not Produce Desired or Expected Results: A Response to Kersting’s Engineering Teacher Evaluation Commentary

by Amanda R. Bozack & Amy E. Thompson
Recently Nicole Kersting wrote a commentary suggesting that teacher evaluation design could benefit from being modeled after engineering design principles. She indicated that a systematic approach to design, coupled with continuous improvements, could make systems stronger and less political. This response addresses several of her assumptions and argues that an engineering approach to improving teacher evaluation systems may not produce desired or expected results.
Editorial

Annual Yearbooks for 2014

by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.


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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