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Featured Articles

Rethinking School-Based Ties: Social Class and the Role of Institutional Agents in Adolescents’ College Plans

by Jessica Halliday Hardie
This article uses data from 61 in-person interviews and data drawn from the Education Longitudinal Study to examine how social class stratifies adolescents’ use of school-based social ties and the resources they receive from these school-based ties.
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Getting to Scale With Moral Education: The Demands of Reproducibility and the Case of the Chicago Manual Training School, 1884–1904

by Jane McCamant
This article uses a historical case study to consider the susceptibility to “scale-up” of education reforms that seek primarily to teach character or disposition.
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Book Reviews
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Chasing Success and Confronting Failure in American Public Schools

by Larry Cuban
reviewed by Leanne Kang


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Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms

by H. Richard Milner IV
reviewed by Kaitlin P. Anderson


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Clinical Partnerships in Urban Elementary Settings: An Honest Celebration of the Messy Realities in the Preparation of Teachers

by Mikkaka Overstreet & Lori Norton-Meier
reviewed by Elizabeth Chase


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Planting the Seeds of Equity: Ethnic Studies and Social Justice in the K-2 Classroom

by Ruchi Agarwal-Rangnath
reviewed by Inna N. Dolzhenko

 


Education researcher Sabina E. Vaught discusses her TC Record article, Vanishment: Girls, Punishment, and the Education State. Watch and discuss this episode on Vialogues.



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.
Editorial

Envisioning the Future of TCR

by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Commentary
Rethinking Expertise: Incorporating Emdin’s Cogen into Practice
by Angela Kraemer-Holland
Dominant political and economic discourses perpetuate alleged “truths” that govern our vocabularies, values, social practices, and how we understand our world (Abowitz & Harnish, 2006; Foucault, 1980). Many of these truths have jeopardized public values and collective solidarity in favor of exploitation and individualism (Baildon & Damico, 2019; Giroux, 2013). These sentiments have seeped into education, narrowing how we understand and measure teaching and learning.
 
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