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Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement

by Alan J. Daly, Nienke M. Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou
In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling.
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“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers

by Emery Petchauer
This two-year qualitative study used the theoretical constructs of identity contingencies and situational cues to explore the experiences of 22 African American preservice teachers in their teacher licensure testing events. Findings illustrate that race can become a salient dimension of the testing event through (a) interactions with test proctors and site administrators and (b) actions of other test takers that inadvertently cue racial stereotypes and judgments.
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Book Reviews
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Critical Pedagogy, Physical Education and Urban Schooling

by Katie Fitzpatrick
reviewed by Alison Leonard


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Research-Based Practices for Teaching Common Core Literacy

by P. David Pearson and Elfrieda H. Hiebert (Authors, Eds.)
reviewed by Troy Hicks


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Peace Education From the Grassroots

by Ian Harris
reviewed by Jerome Cranston


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Promoting Global Competence and Social Justice in Teacher Education

by David Schwarzer (Editor) & Beatrice L. Bridglall (Editor)
reviewed by Elizabeth Demulder, Stacia M. Stribling & Laura Dallman


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Effective Inclusion Strategies for Elementary Teachers

by Cynthia Simpson, Jeffrey Bakken, Jessica Reuter
reviewed by Sherry Dismuke & Jennifer Snow-Gerono



Education researcher Jo Beth Jimerson discusses her article, Professional Learning for Using Data: Examining Teacher Needs & Supports. Watch and discuss this episode of The Voice on Vialogues.

Commentary

Contemplative Practice for Beginning Teachers: Should It Be Included in the Teacher Education Curriculum?

by M. A. Impedovo & Sufiana Khatoon Malik
The purpose of this commentary is to consider the role of contemplative practices in the teacher preparation curriculum. Contemplative practices help reduce stress, improve a sense of well-being, and increase coping abilities for professional demands. They can be particularly useful in managing stress in transition situations. We suggest that students preparing to teach be provided specific training on how to use contemplative practices for sustaining positive personal and professional development.
Editorial

Announcing Teachers College Record Yearbooks

by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.


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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