by Ellen S. Markowitz, Nancy L. Deutsch & Edith "Winx" Lawrence
This study explored engagement in interpersonal relationships within the context of combined group and one-on-one mentoring.
by Debra K. Meyer & Dennis Smithenry
While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.
Education researcher Chuck Munter discusses his co-authored article, Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them. Watch and discuss this episode of The Voice on Vialogues.
by David Edward DeMatthews
The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty members believe this will impact their ability to engage in social justice teaching that challenges the status quo and promotes the development of a reflective and equity-oriented teacher or school leader. This commentary discusses how campus carry is already effecting an institution serving Hispanic students in Texas.
by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.