by Harry Daniels
This chapter sketches some possibilities for the development of learning contexts for children and young people with learning differences that may be derived from the influence of Russian psychologist L. S. Vygotsky. It argues that these pedagogic possibilities should be implemented alongside the development of a curriculum that prepares all young people to participate in a rapidly developing knowledge society
by Shirley Brice Heath
This chapter examines models of youth-based enterprises in which adolescents take leadership in organizational roles, creative design, and community building. Central to this work is the need for both public and private creative input and financing to develop and support learning environments that engage adolescents in extended projects based in science and art that are socially beneficial to local communities.
Education researcher Manuelito Biag discusses his co-authored article, A School-University Research Partnership to Identify Disengaged Students: A Descriptive Case Analysis of School Climate. Watch and discuss this episode of The Voice on Vialogues.
by Kathryn M. Obenchain, Julie L. Pennington, Hannah Carter, Melissa Bedford & MaryLiz Magee
The purpose of this commentary is to reiterate our responsibility to educate our young citizens in ways that go beyond rituals and classroom walls. Our argument rests on the notion of bringing critical democratic literacy into elementary classrooms through examples of how students are thinking about the current election.
by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.