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Featured Articles

Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City

by Katherine K. Delaney & Susan B. Neuman
This article examines how local and national media sources framed early childhood education policy in the scale-up of Universal Prekindergarten in New York City.
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Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

by Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller & Luke Dauter
This paper focuses on a longitudinal and multilevel analysis of the differences between charter and traditional public schools in teacher turnover in terms of when, who, and under what context.
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Book Reviews
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Connecting School and the Multilingual Home: Theory and Practice for Rural Educators

by Maria R. Coady
reviewed by Mary Beth Snow Balderas


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The New Student Activists: The Rise of Neoactivism on College Campuses

by Jerusha O. Conner
reviewed by Ricardo Montelongo


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Pedagogic and Instructional Perspectives in Language Education: The Context of Higher Education

by Enisa Mede, Kenan Dikilitas, & Derin Atay
reviewed by Yuehai Xiao & Angel Zhao

 


Education researcher Katherine Delaney discusses her article, Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City. Watch and discuss this episode on Vialogues.



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.
Commentary
Social & Emotional Programs Must be Anti-racist and Trauma-informed
by Sara Kotzin & Phyllis Solomon
As educators envision school for Fall 2020, they are charged with balancing physical safety and emotional health. Schools therefore face an urgency to address trauma, inequity, and racism that has been exacerbated by the global pandemic. This commentary urges schools to prioritize an intersectional approach to social and emotional health that disrupts racism and simultaneously acknowledges trauma and inequity. There will be temptation to rely on Social and Emotional Learning programs (SEL) as there is a widespread yet false assumption that the manualized programming can meet these needs while managing a classroom. However, SELs do not incorporate an anti-racist, trauma-informed practice.
 
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