by Christopher P. Brown & Yi-Chin Lan
This article presents findings from a qualitative metasynthesis that studied whether teachers and/or administrators were engaging in appropriate practices, and if so, how might such practices influence childrenís cognitive development.
by Benjamin M. Jacobs
This document-based historical study focuses on history/social studies teacher education in the decades immediately preceding and following the National Education Associationís landmark report, The Social Studies in Secondary Education, which commonly is credited with establishing social studies as a school subject. The article interrogates how teacher preparation programs contributed and/or responded (or not) to this curriculum reform and to what effect. This study is the first of its kind to center primarily on the history of teacher education in the social studies.
Education researcher Dan Berebitsky discusses his co-authored article, An Examination of Teachersí Perceptions of Principal Support for Change and Teachersí Collaboration and Communication Around Literacy Instruction in Reading First Schools. Watch and discuss this episode of The Voice on Vialogues.
by Amee Adkins, Tracy Spesia & John Snakenborg
This commentary rebuts several questionable claims asserted by the Dover et al. (2015) commentary regarding the development and implementation of edTPA. Based on our deep and long-term involvement with the initiative, we counter their assertions drawing on a range of scholarly and experiential evidence that suggests their analysis is partial at best.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.