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Angling for Access, Bartering For Change: How Second-Stage Teachers Experience Differentiated Roles In Schools

by Susan Moore Johnson, Morgaen L. Donaldson, Cheryl L. Kirkpatrick, William H. Marinell, Jennifer L. Steele & Stacy Agee Szczesiul
Drawing on interviews with 20 second-stage teachers (in their 3rd �10th year), this study examines the experiences of teachers who were relatively new to the teaching profession yet occupied positions that set them apart from their colleagues. We found that these teachers encountered resistance from their colleagues who invoked teaching�s traditional norms of autonomy, egalitarianism, and seniority in rebuffing the second-stage teachers� efforts to change their classroom practice.
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Examining Teachers’ Beliefs And Instructional Practices In secondary Foreign Language Classes On Honors And Non Honors Tracks: The Role Of Teaching For Communication

by Michael Morris
This study examines the instructional practices observed in honors and non-honors French and Spanish classes at a Midwestern high school, as well as those factors reported by the teachers at that school as influencing those practices. Analysis revealed a statistically significant relationship between type of class and type of activity, with honors classes having more communicative activities. Teachers attributed differences to student expectations for the two levels, students’ level of motivation for language study, and their maturity level. Results generally mirrored those of previous studies that examined the use of tracking students by ability level in secondary school classrooms. Language educators are urged to reconsider differentiation of curriculum according to students' ability level for the profession's future viability.
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Book Reviews
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The Oxford Handbook of Philosophy of Education

by Harvey Siegel
reviewed by Robin Barrow


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The Story in the Picture: Inquiry and Artmaking with Young Children

by Christine Mulcahey
reviewed by Angela Eckhoff


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Hidden Markets: The New Education Privatization

by Patricia Burch
reviewed by Kenneth Saltman


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Data-Driven School Improvement: Linking Data and Learning

by Ellen B. Mandinach and Margaret Honey (eds.)
reviewed by Mary Ann Blank

Editorial

Call for Proposals - NSSE Yearbooks to Join TCR

by Gary Natriello
The editors of TCR announce a call for proposals for future volumes of the NSSE Yearbooks.
Commentary

The Googlization of Public Education

by Todd A. DeMitchell & Richard Fossey
Should public schools adopt the business model of Google? Is selling advertising space inside the schoolhouse gate an answer to our chronically underfunded public schools?
The Voice


This week, Sean Kelly -- co-author of "Rethinking the Effects of Classroom Activity Structure on the Engagement of Low-Achieving Students" -- explains how whole-class instruction can be used to engage struggling students. For more videos on education, visit AfterEd.tv.

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.
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