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Featured Articles

Teacher Talk About Student Ability and Achievement in the Era of Data-Driven Decision Making

by Amanda Datnow, Bailey Choi, Vicki Park & Elise St. John
This article examines how teachers talk about student ability and achievement in the era of data-driven decision making and how their talk is shaped by the context in which they work.
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Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City

by Katherine K. Delaney & Susan B. Neuman
This article examines how local and national media sources framed early childhood education policy in the scale-up of Universal Prekindergarten in New York City.
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Book Reviews
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The What, the So What, and the Now What of Social Justice Education

by Warren J. Blumenfeld
reviewed by Alana Butler


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Campus Uprisings: How Student Activists and Collegiate Leaders Resist Racism and Create Hope

by Ty-Ron M. O. Douglas, Kmt G. Schockley, & Ivory Toldson
reviewed by Orkideh Mohajeri & Na’im Madyun


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Learning Mathematics Successfully: Raising Self-Efficacy in Students, Teachers and Parents

by Clark J. Hickman & Helene J. Sherman
reviewed by Cory A. Bennett

 


Education researcher Katherine Delaney discusses her article, Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City. Watch and discuss this episode on Vialogues.



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.
Commentary
Social & Emotional Programs Must be Anti-racist and Trauma-informed
by Sara Kotzin & Phyllis Solomon
As educators envision school for Fall 2020, they are charged with balancing physical safety and emotional health. Schools therefore face an urgency to address trauma, inequity, and racism that has been exacerbated by the global pandemic. This commentary urges schools to prioritize an intersectional approach to social and emotional health that disrupts racism and simultaneously acknowledges trauma and inequity. There will be temptation to rely on Social and Emotional Learning programs (SEL) as there is a widespread yet false assumption that the manualized programming can meet these needs while managing a classroom. However, SELs do not incorporate an anti-racist, trauma-informed practice.
 
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