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by Becky H. Huang & Alison L. BaileyThe current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds. post a comment by Jolley Bruce Christman, Caroline B. Ebby & Kimberly A. EdmundsThis article focuses on how teachers make sense of classroom-embedded data in professional learning communities in ways that lead to improvement in mathematics instruction. The case study illustrates the developmental nature of one teacher’s growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process. post a comment
 by Matthew T. McCrudden & Danielle S. McNamara
reviewed by Philip Molebash
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|  by Betty Bardige, Megina Baker, & Ben Mardell
reviewed by Chun Zhang
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|  by Kenneth R. Howe, Amy L. Boelé, & Ofelia M. Miramontes
reviewed by David J. Connor
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|  by Keli Garas-York, Pixita del Prado Hill, Leslie K. Day, Kim Truesdell, & Susan Keller Mathers (Eds.)
reviewed by Akihiko Takahashi
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|  by Brian L. Wright & Shelly L. Counsell
reviewed by Jevon Hunter
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by Nadine DolbyIn this commentary, the author reflects on what she has learned about math as an adult, through helping her daughter.
by Gary NatrielloThe editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks. by Gary NatrielloThis 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.
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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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