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