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Balancing Skills and Challenges: Exploring the Concept of Relational Engagement in Combined Group and One-On-One Mentoring for Adolescent Girls

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.
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Scaffolding Collective Engagement

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.
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Book Reviews
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Closing the Education Achievement Gaps for African American Males

by Theodore S. Ransaw and Richard Majors
reviewed by Anindya Kundu


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Education and NGOs

by Lorraine Pe Symaco
reviewed by D. Brent Edwards, Jr. & Stephanie M. Hall


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Teacher Evaluation: The Charge and the Challenges

by Kate E. O’Hara
reviewed by Peter Youngs & Hannah Mathews


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Disrupting Early Childhood Education Research

by Will Parnell & Jeanne Marie Iorio
reviewed by Stephanie Burdick-Shepherd


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Liberating Leadership Capacity: Pathways to Educational Wisdom

by Linda Lambert, Diane P. Zimmerman, & Mary E. Gardner
reviewed by Hollie J. Mackey



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.

Commentary

Texas Campus Carry Law's Implications on Social Justice Preparation

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.
Editorial

Announcing Teachers College Record Yearbooks

by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.


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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