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by Laura Desimone, Eric D. Hochberg & Jennifer McMakenDo teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states. post a comment by Jessica Thompson, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley & Mark WindschitlMaintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways. post a comment
 by Roy Fuller, Marie Kendall Brown, & Kimberly Smith (Eds.)
reviewed by Janet Lawrence & Molly Ott
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|  by Ruth Carbonette Yow
reviewed by Kristen Duncan
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|  by Mark H. Heinemann, James R. Estep, Jr., Mark A. Maddix, & Octavio J. Esqueda
reviewed by Jody Jessup-Anger
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|  by John P. Miller & Kelli Nigh (Eds.)
reviewed by Lisa Lucas
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|  by Kevin J. Pugh
reviewed by Joseph Erickson
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by Gary NatrielloThe editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.
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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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