by Nicole S. Simon & Susan Moore Johnson
This article reframes the debate about what fuels high rates of teacher turnover in high-poverty schools. After reviewing findings from past studies of turnover, it focuses on recent scholarship suggesting that teachers who leave such schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and for their students to learn.
by Kevin J. Burke & Avner Segall
This article highlights the fact that certain elements inherent in the act of public teaching have their roots in Christian, particularly Biblical, thinking. The authors illustrate that although teaching is thought of as a secular activity, and although it is often assumed that religion has been expunged from public, including teacher, education, the sediments of religion remain present in how the teacher learns to imagine, construct, and enact his or her work as teacher as savior and martyr.
Education researcher Srikala Naraian discusses her article, Spatializing Student Learning to Reimagine the “Place” of Inclusion. Watch and discuss this episode of The Voice on Vialogues.
by Tawannah G. Allen
Nonwhite students in our public schools face three distinct geographic disadvantages: a lack of political and financial support for public education, hyper-segregation, and extreme poverty.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.