by Douglas Larkin
This article demonstrates how the use of conceptual change theory as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity.
by Marcy B. Wood, Lisa M. Jilk & Lynn Webster Paine
This article explores the teaching challenges articulated by beginning mathematics teachers and argues that induction programs need to move from a focus on supporting new teachers who are flailing to a focus on supporting new teachers in addressing the subject-specific challenges of learning to teach.
This week, Professor Ronald Marx discusses his paper, Reforming Again: Now Teachers. Watch and discuss this episode of The Voice on Vialogues.
by Anand Marri
This commentary advocates for the promotion of economic literacy to help foster an active and engaged democratic citizenry.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.