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Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative

by Lawrence M. Clark, Toya Jones Frank & Julius Davis
Calls to increase the number of minority teachers in U.S. schools are plentiful, yet the basis for these calls is underspecified and undertheorized. In an effort to better understand the role of race and context in teacher–student interactions, this article considers the African American mathematics teacher as both historical figure and conceptual construct. The authors discuss the importance of examining the role, responsibilities, and work of African American teachers in an academic domain-specific context, namely mathematics. After a brief overview of what the literature reports African American teachers in general bring to their practice, the authors examine and discuss intersections of intertwining historical timelines for the purposes of raising questions about the role and responsibilities of African American mathematics teachers across time. The article concludes with a challenge for researchers to interrogate, challenge, critique, and build on conceptualizations of the African American mathematics teacher as an entity that represents a unique confluence of experiences, perspectives, dispositions, and knowledge domains critical to the education of all students.
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African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation

by Lawrence M. Clark, Eden M. Badertscher & Carolina Napp
This article explores the work of two African American mathematics teachers, Madison Morgan and Floyd Lee, for the purposes of illuminating our collective understanding of the resources and perspectives African American teachers may access in the context of the teaching and learning of mathematics. Through the use of dimensions of students’ mathematics identity development and teachers’ socialization practices as analytic frames, we present an analysis of aspects of the two teachers’ perspectives on teaching mathematics and classroom practices and discuss considerations when approaching conducting research on interactions between African American mathematics teachers and their African American students. We conclude this article with a framework through which we might consider the work of all mathematics teachers as they engage in the work of socializing their students toward (or away from) seeing themselves as competent, capable mathematics learners.
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Book Reviews
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Improvement by Design: The Promise of Better Schools

by David K. Cohen, Donald J. Peurach, Joshua L. Glazer, Karen E. Gates, & Simona Goldin
reviewed by Kara S. Finnigan


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Youth, Education and the Role of Society: Rethinking Learning in the High School Years

by Robert Halpern
reviewed by Carolyne Ali-Khan


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School-Based Instructional Rounds: Improving Teaching and Learning Across Classrooms

by Lee Teitel
reviewed by Seth A. Parsons


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Inequality, Poverty, Education: A Political Economy of School Exclusion

by Francesca Ashurst, Couze Venn
reviewed by Nathan N. Alexander


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Exploring Globalization Opportunities and Challenges in Social Studies: Effective Instructional Approaches

by Lydiah Nganga, John Kambutu, & William B. Russell III (Eds.)
reviewed by Alexander Cuenca



This week education researcher Vonzell Agosto discusses her paper, Scripted Curriculum: What Movies Teach About Dis/ability and Black Males. Watch and discuss this episode of The Voice on Vialogues.
Commentary

“It’s Her Fault”: An Illinois School Board Fires a Guidance Counselor For Self-Publishing a Sexually Explicit Advice Book on Adult Relations

by Richard Fossey, Suzanne Eckes & Todd A. DeMitchell
An Illinois school board fired a tenured guidance counselor because he self-published a sexually explicit advice book on adult relationships. The Seventh Circuit Court of Appeals upheld the school board's decision on the grounds that the board reasonably believed that the book could undermine the integrity of the school counseling program.
Editorial

Annual Yearbooks for 2014

by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.


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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