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Reading in the Crawl Space: A Study of an Urban School’s Literacy-Focused Community of Practice

by Chantal Francois
In this article, I draw on observations and interviews to depict one urban secondary school’s independent reading efforts that resemble a literacy-focused community of practice. This research reconceptualizes our understanding of effective instructional practices for adolescents, emphasizing a multidimensional approach that highlights the role of reading as a social activity.
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The Advanced Placement Arms Race and the Reproduction of Educational Inequality

by Joshua Klugman
From 2000 to 2002, the state of California attempted to expand access to Advanced Placement subjects for students attending public schools. This study shows this intervention succeeded in expanding the AP curricula and enrollments at disadvantaged schools; however, schools serving affluent communities broadened their AP offerings at the same (if not faster) rate, resulting in effectively maintained inequalities in AP access.
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Book Reviews
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The Memory Hole: The U.S. History Curriculum Under Siege

by Fritz Fischer
reviewed by J. Spencer Clark & Stephanie Speicher


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The Broken Compass: Parental Involvement with Children's Education

by Keith Robinson & Angel L. Harris
reviewed by Margaret M. Ferrara & Casey A. Everheart


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Evaluating The Undergraduate Research Experience: A Guide for Program Directors and Principal Investigators

by Gabriel M. Della-Piana, Connie Kubo Della-Piana & Michael K. Gardner
reviewed by Bridget Lepore


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Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice

by Suhanthie Motha
reviewed by Eva Ponte & Kevin Traynor


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Raising Global IQ: Preparing Our Students for a Shrinking Planet

by Carl Hobert
reviewed by Kristina R. Llewellyn



This week education researcher Christy Powell discusses her paper, School, Activism and Politics at the Movies: Educator Reactions to the Film Waiting for “Superman”. Watch and discuss this episode of The Voice on Vialogues.
Commentary

Presence and Proximity: Teacher Educators Really Seeing Their Students Become Teachers

by Reynaldo Reyes
This commentary is a call to teacher educators to engage in field experiences in which they are able to really see their students become future teachers. Being present to witness students problematizing pedagogy is as important for the learning of future teachers as it is for teacher educators. Presence and proximity of teacher educators to their students creates a space of unique accountability on both sides, a desire by students to demonstrate their learning as future teachers, and the recognition by teacher educators that the learning that is happening can be used to improve their own pedagogy.
Editorial

Annual Yearbooks for 2014

by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.


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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