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Featured Articles

Teacher Advice-Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks

by Dan Berebitsky & Christine Andrews-Larson
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
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Contextualizing the Impacts of Homelessness on Academic Growth

by Alexandra E. Pavlakis, Peter Goff & Peter M. Miller
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.
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Book Reviews
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Meaningful and Manageable Program Assessment: A How-To Guide for Higher Education Faculty

by Laura J. Massa & Margaret Kasimatis
reviewed by Machuma Muyia


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Voices of Asian Americans in Higher Education: Unheard Voices

by Festus Obiakor & Ying Hui-Michael
reviewed by Grace Kim & Tanvi Shah


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Educating Across Borders: The Case of a Dual Language Program on the U.S.-Mexico Border

by Maria Teresa de la Piedra, Blanca Araujo, & Alberto Esquinca
reviewed by Mariannella Nunez


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Discovering Quacks, Utopias, and Cemeteries: Modern Lessons from Historical Themes

by Cynthia Resor
reviewed by Glenn P. Lauzon


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Knowledge, Policy and Practice in Teacher Education: A Cross-National Study

by Maria Teresa Tatto & Ian Menter
reviewed by Joseph Piro

 


Education researcher Paul Cobb discusses his co-authored article, Lessons for Mathematics Education From the Practices of African American Mathematics Teachers. 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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