by Mark E. Engberg & Gregory C. Wolniak
This article examines the effects of individual- and institutional-level factors across secondary and postsecondary contexts on students’ likelihood of majoring in the science, technology, engineering, and mathematics (STEM) fields in college.
by Keffrelyn D. Brown & Lisa S. Goldstein
This article highlights the contradictions that preservice teachers encounter when attempting to reconcile their own perspectives about academic achievement that emphasize growth and progress with those found in larger policy and school contexts that focus on success and mastery of common learning standards. The authors offer that using the more precise terms academic progress and academic success will clarify these contradictory perspectives on academic achievement and illuminate the complexities that teachers encounter when preparing to teach in a post–No Child Left Behind context.
This week education researcher Stephanie Jones discusses her co-authored paper, Teaching Bodies in Place. Watch and discuss this episode of The Voice on Vialogues.
by Amanda R. Bozack & Amy E. Thompson
Recently Nicole Kersting wrote a commentary suggesting that teacher evaluation design could benefit from being modeled after engineering design principles. She indicated that a systematic approach to design, coupled with continuous improvements, could make systems stronger and less political. This response addresses several of her assumptions and argues that an engineering approach to improving teacher evaluation systems may not produce desired or expected results.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.