by Jacob Neumann
This paper addresses the still-contested understanding of the relationship between teaching and mandated accountability testing. Based on two years of fieldwork and grounded in the narrative inquiry tradition, this paper presents a fine-grained analysis of the influence testing has on teaching in one social studies teacher’s classroom. Contrary to the position that mandated testing breeds “multiple-choice teaching” and a “just the facts, ma’am” approach to social studies, this study finds that deep and authentic teaching and learning are not incommensurable with mandated testing.
by Lauren Anderson & Jamy Stillman
This research comment reports on preliminary findings from a study that explores how teachers navigate Common Core State Standards implementation in the area of language arts. It focuses specifically on the challenges that arose as a team of bilingual teachers worked to make sense of the CCSS emphasis on text complexity and engage young students around complex, informational texts.
Education researcher Antero Garcia discusses his co-authored TC Record article, “So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation. Watch and discuss this episode of The Voice on Vialogues.
by Samina Hadi-Tabassum
This commentary addresses turn around schools in Chicago.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.