by Melanie Bertrand & Arlene J. Ford
This chapter explores the influence of a youth participatory action research group, viewing the group’s efforts as challenges to racial inequality in education. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials—responded to the group’s advocacy efforts.
by Shamika Parkham & Aravis McBroom
In this chapter, two student members of the Student Voice Collaborative (SVC) describe their experiences as “Student Shadows” during the annual Quality Review process, used throughout the New York Department of Education to evaluate how well schools are organized to support student achievement. They chronicle how this experience enhanced their understanding of student voice, helped inspire meaningful changes to the rubric used by Quality Reviewers, and introduced a new model for school assessment that centers on students and educators as partners.
Education researcher Sarah Schneider Kavanagh discusses her article, The Promise of Anonymity: An Investigation of the Practices of ELA Teachers Facilitating Discourse About LGBTQ Topics. Watch and discuss this episode of The Voice on Vialogues.
by James Hiebert
In this commentary, the author argues that scripted instruction, defined appropriately, should be the goal of researchers and teachers if the educational community wishes to improve classroom teaching over the long run.
by Gary Natriello
This issue of the Teachers College Record Yearbook focuses on conceptualizations of engagement, the processes of engagement, portraits of engaging learning environments, and whole-school approaches to education.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.