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Bad Tests or Bad Test Use? A Case of SAT Use to Examine Why We Need Stakeholder Conversations on Validity

by Madhabi Chatterji
This paper is the Foreword to the Special Issue in the Teachers College Record, titled, When Education Measures Go Public –Stakeholder Perspectives on How and Why Validity Breaks Down.
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Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics

by Morgan S. Polikoff & Kathryn Struthers
Using a sample of over 2,000 English language arts teachers, this article analyzes changes in student opportunity to learn across eight years of standards-based reform. Findings indicate significant shifts in cognitive complexity of English language arts instruction over time, with differences based on school and classroom characteristics. Teachers in urban schools and schools serving more historically marginalized children have shifted their instruction to lower levels of cognitive demand relative to other teachers.
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Book Reviews
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Reinventing the Curriculum: New Trends in Curriculum Policy and Practice

by Mark Priestley & Gert Biesta (Eds)
reviewed by Brian Wright & Shelly Counsell


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The Rise of Women: The Growing Gender Gap in Education and What it Means for American Schools

by Thomas A. Diprete & Claudia Buchmann
reviewed by Sarah Jane Twomey


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Schooling for Tomorrow's America

by Marcella L. Kysilka & Jr. O. L. Davis (Eds.)
reviewed by W. Douglas Baker


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The Infrastructure of Accountability: Data Use and the Transformation of American Education

by Dorothea Anagnostopoulos, Stacey A. Rutledge, & Rebecca Jacobsen
reviewed by Katharine O. Strunk


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Sociocultural Studies in Education: Critical Thinking for Democracy

by Richard A. Quantz
reviewed by Robert E. Lee & Jerry B. Olson



Education researcher Guillermo Solano-Flores discusses his co-authored paper, Complexity of Illustrations in PISA 2009 Science Items and Its Relationship to the Performance of Students from Shanghai-China, the United States, and Mexico. Watch and discuss this episode of The Voice on Vialogues.

Commentary

Lessons Learned from a Chalkboard: Slow and Steady Technology Integration

by Bradley Ermeling
This commentary compares Japanese and US approaches for integrating technology in K-12 classroom environments. While many American schools are consumed by a haphazard race to adopt the latest gadgets and new innovations, often these devices function as little more than expensive and colorful accessories with minimal influence on existing instructional methods. In other cases, devices sit unused, collect dust, and soon become obsolete, costing thousands of dollars in upgrades. Despite Japan’s much slower pace of technology adoption, one might argue that Japanese educators are well ahead of the US in effective technology integration. Using the chalkboard and bansho (board-writing) as an example, this article describes how Japan’s slow and steady integration approach enables educators to deliberately study and build knowledge about which technologies best facilitate particular learning opportunities. The US should take note and consider a more purposeful integration strategy that emphasizes efficacy over hasty implementation.
Editorial

Annual Yearbooks for 2015

by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.


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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