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Featured Articles

Equity Efforts as Boundary Work: How Symbolic and Social Boundaries Shape Access and Inclusion in Graduate Education

by Julie Renee Posselt, Kimberly A. Reyes, Kelly E. Slay, Aurora Kamimura & Kamaria B. Porter
This paper presents a yearlong case study of a graduate program that, for the last decade, has trained about 10% of the Black Ph.D.’s in physics nationally. The analysis invites education scholars to consider the boundaries that individuals and institutions negotiate and manipulate as part of their equity efforts.
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Examining the Role of Trust in Shaping Children's Approaches to Peer Dialogue

by Jennifer Hauver James, Jessica F. Kobe & Xiaoying Zhao
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.
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Book Reviews
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Creating Restorative Schools: Setting Schools Up to Succeed

by Martha A. Brown
reviewed by Thalia González


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Nanoscience Research Modules for Pre-Service STEM Teachers: Core Nanoscience Concepts as a Vehicle in STEM Education

by Clair T. Berube, Shawn T. Dash, & Cindy Thomas-Charles
reviewed by Lauren Madden & Manuel Figueroa


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The Educated Underclass: Students and the Promise of Social Mobility

by Gary Roth
reviewed by Ross Collin


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Vocational Education and Training for a Global Economy: Lessons from Four Countries

by Marc S. Tucker
reviewed by Jay W. Rojewski


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Inheriting Possibility: Social Reproduction and Quantification in Education

by Ezekiel J. Dixon-Román
reviewed by Jameson Brewer

 


Education researcher Ebony O. McGee discusses her co-authored article, “I Know I Have to Work Twice as Hard and Hope That Makes Me Good Enough”: Exploring the Stress and Strain of Black Doctoral Students in Engineering and Computing. Watch and discuss this episode on Vialogues.

Commentary

IEP Measurable Annual Goals and Benchmark Objectives: Independence as a Synonym for Intrinsic Motivation

by Hope Nye
To support every student’s educational progress, the IDEA provides a framework through a system of measurable annual goals listed within student IEPs. Benchmark objectives following the gradual release of responsibility model of instruction scaffold supports for students to master skills identified within their measurable annual goals. When fading these supports through benchmark objectives, students transition from external to internal motivation when achieving independence with their target skill.


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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