by Sydney Freeman Jr. & Marybeth Gasman
This study captures the background characteristics of HBCU leaders in order to lay the groundwork for future studies on HBCU presidents. It also seeks to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.
by Alan J. Daly, Nienke M. Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou
In this study we use a human and social capital framework to explore the relationship between teachers’ social interactions and student achievement on an interim benchmark assessment. We test our hypothesis about the effects of human and social capital on student achievement using social network analysis and hierarchical linear modeling.
Education researcher Jo Beth Jimerson discusses her article, Professional Learning for Using Data: Examining Teacher Needs & Supports. Watch and discuss this episode of The Voice on Vialogues.
by Elizabeth Soslau, Stephanie Kotch-Jester & Ann Jorlin
As the edTPA quickly becomes the gold standard of teacher performance assessments, the field needs to reflect on what sense our candidates are making of the measure. In this commentary we share our candidates’ conclusions about what the edTPA measures well and less well, and the dangerous inferences they draw from these conclusions. Our aim is to alert teacher preparation programs that teacher candidates view the high stakes performance assessment as an exhaustive checklist of competencies, rather than one of many measures that assess different clusters of teaching skills. The field must counteract this erroneous conclusion and help candidates understand that there are critical competencies that fall outside the scope of the edTPA, which must be developed before being ready to practice.
by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.