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Featured Articles

Studying Implementation Within a Continuous-Improvement Process: What Happens When We Design With Adaptations in Mind?

by Ariel Tichnor-Wagner, Danielle Allen, Allison Rose Socol, Lora Cohen-Vogel, Stacey A. Rutledge & QI W. Xing
This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social Emotional Learning.
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High-Performing English Learners’ Limited Access to Four-Year College

by Yasuko Kanno
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
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Book Reviews

Translingual Partners in Early Childhood Elementary-Education: Pedagogies on Linguistic and Cognitive Engagement

by María G. Arreguín-Anderson & Iliana Alanís
reviewed by Kai Greene


Making Learning-Centered Teaching Work: Practical Strategies for Implementation

by Phyllis Blumberg
reviewed by Linda F. Quinn & Michelle A. Arroyo


Becoming a Metacognitive Teacher: A Guide for Early and Preservice Teachers

by Roya Q. Scales, Thomas D. Wolsey, & Seth A. Parsons
reviewed by Kristen N. Bieda, Sunghwan Byun, Taren Going & Sheila Orr


Education researcher Kaitlin T. Torphy discusses her co-authored article, Educators Meet the Fifth Estate: The Role of Social Media in Teacher Training. 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.
Research Note
Where Does all the Money Go? Free and Paid Transactions on TeachersPayTeachers.com
by Matthew J. Koehler, Catharyn C. Shelton, Jeffrey P. Carpenter & Spencer P. Greenhalgh
Online curricular marketplaces such as TeachersPayTeachers.com (TPT) are challenging conventional notions of curriculum, the professionalization of educators, and the exchange of capital in P-12 education. In this research note, we explore these issues by presenting an accounting of: (a) the size and scope of TPT, (b) the number of TPT resources being downloaded, and (c) the financial transactions associated with TPT educator-storefronts.
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