by Michele Gregoire Gill & David Boote
In mathematics education and beyond, various “cultural” arguments have been used to explain teachers’ resistance to change, yet these meanings of culture are often conflated. This article uses three distinct conceptions of culture—individual, interactional, and collective—to analyze the practice of one experienced mathematics teacher.
by Eleanor Drago-Severson
This study offers insights into how 25 principals from public, private, and Catholic schools with varying levels of financial resources (i.e., high, medium, and low) renew themselves and prevent burnout, crucial for 21st-century school leaders.
This week education researcher Anne Whitney discusses her paper, Orientations for the Teaching of Writing: A Legacy of the National Writing Project. Watch and discuss this episode of The Voice on Vialogues.
by Daniel Friedrich
In this brief reflection I seek to propose an alternative way of thinking about international rankings for universities, decoupling them from the logic of the market and instead linking them to the university’s mission as a space concerned with educating the public and producing knowledge for the common good. For this purpose, I draw from the example of the Universidad de Buenos Aires.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.