by Daniel Chazan, Andrew Brantlinger, Lawrence M. Clark & Ann R. Edwards
This article outlines the research questions that organize the two cases that are at the heart of this special issue, introduces the theoretical perspectives behind the project from which the cases are drawn, and describes the selection procedures for the data corpus from which the articles in the issue were developed. It also explains the interrelationships among the six pieces in the issue. In doing so, the article problematizes contemporary discourse about urban education and presents an argument for what might be learned from the practices of well-respected African American teachers of high school mathematics in large, nonselective urban schools.
by Robert Halpern
In this article, the author explores the implications of the trend toward linking early childhood education more closely to schooling. He uses the example of “prek-3rd” to point out both positive and problematic aspects of this trend.
This week education researcher Bob Ream discusses his co-authored paper, Trust Matters: Distinction and Diversity in Undergraduate Science Education. Watch and discuss this episode of The Voice on Vialogues.
by Ted Purinton
Recent debates about the demise of cursive instruction demonstrate the disconnect between the educational policy and the profession of teaching.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.