by Stefani R. Relles & William G. Tierney
This article presents a review of research relevant to postsecondary writing remediation. The purpose of the review is to assess empirical support for policy aimed at improving the degree completion rates of students who arrive at tertiary settings underprepared to write.
by Scott Seider, James P. Huguley & Sarah Novick
This study reports that college students of color participating in a university-based community service learning program characterized the classroom experience within the program as offering a weaker sense of community than did their White classmates, and many expressed a reluctance to engage in race discussions with their classmates or to respond to perspectives they perceived as naïve, inaccurate, or offensive.
This week education researcher Spyros Konstantopoulos discusses his co-authored paper, Class Size Effects on Reading Achievement Using PIRLS Data: Evidence from Greece. Watch and discuss this episode of The Voice on Vialogues.
by Ronald Gallimore, James Hiebert & Bradley Ermeling
“Rich classroom discourse” has long been valorized by education reformers who object to teacher domination of classroom discussions. Is the greater use of RCD key to intellectually inspiring and challenging classrooms? Perhaps instead of focusing on increased use it’s time to ask what specific role for RCD might be realistic and yield learning outcomes educators value? The best chance for progress is to link this question to another one: how to create rich learning opportunities for achieving more advanced competencies. Strategic deployment of RCD for well-defined instructional purposes seems a more realistic vision than advocating greater use without respect for why, when, and for whom. Finding RCD’ proper role requires at least three conditions. Sustained collaboration between teachers and researchers. An ongoing study of curriculum and practice to identify pivotal RLOs in each unit or project and which might benefit from RCD. Supporting teacher development of the professional judgment to skillfully manage complex decisions with each population and generation of students they teach, so they deploy the best instructional choices.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.