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Featured Articles

Getting College-Ready During State Transition Toward the Common Core State Standards

by Zeyu Xu & Kennan Cepa
This article examines the transitional impact of the Common Core State Standards on student college -readiness measures during the early stages of their implementation.
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Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools

by Susan Moore Johnson, Stefanie K. Reinhorn & Nicole S. Simon
This qualitative study focuses on successful high-poverty urban schools that relied on teams as a central mechanism for school improvement.
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Book Reviews
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The Craft of College Teaching: A Practical Guide

by Robert DiYanni & Anton Borst
reviewed by Doreen M. Keller


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Responsive Schooling for Culturally and Linguistically Diverse Students

by Debbie Zacarian & Ivannia Soto
reviewed by Susan Sonnenschein


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Negotiating Place and Space Through Digital Literacies: Research and Practice

by Damiana G. Piles, Ryan M. Rish, & Julie Warner
reviewed by Carla D. Blackwell & Leah K. Saal


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Teaching for a Living Democracy: Project-Based Learning in the English and History Classroom

by Joshua Block
reviewed by Antonio J. Castro

 


Education researcher David Hansen discusses his TC Record article, Is Education Possible Today?. Watch and discuss this episode on Vialogues.



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.
Commentary
Questioning Care in the Academic World
by Melanie Shoffner & Angela W. Webb
The arrival of COVID-19 has altered the world of academia in ways that we are only beginning to understand, just as it has reshaped and reconfigured expectations and enactments of care. As faculty navigate the seismic upheaval wrought by this pandemic in academia while meeting the reworked requirements of teaching, research, and service we question whether the semblance of care for faculty has disappeared from this new landscape.
 
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