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Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction

by Mark W Ellis
This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through continued reliance on standardized testing and mandated use of scientifically based teaching practices. Specifically, it is argued that this approach is tied to assumptions about intellectual ability and achievement that precipitated the dividing practices used to justify differential access to mathematics learning almost a century ago. An examination of so-called objective and scientific approaches to school mathematics suggests the need for more earnest reflection about the particular path toward educational progress privileged by this legislation.
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Book Reviews
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The Unheard Voices: Community Organizations and Service Learning

by Randy Stoecker and Elizabeth A. Tryon (eds.)
reviewed by David D. Blouin


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(Mis)understanding Families: Learning from Real Families in Our Schools

by Monica Miller Marsh and Tammy Turner Vorbeck (eds.)
reviewed by Mavis Sanders


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The Playing Fields of Eton: Equality and Excellence in Modern Meritocracy

by Mika Tapani LaVaque-Manty
reviewed by Mike Austin


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The Incomplete Child: An Intellectual History of Learning Disabilities

by Scot Danforth
reviewed by Allison C. Carey

Editorial

Call for Proposals - NSSE Yearbooks to Join TCR

by Gary Natriello
The editors of TCR announce a call for proposals for future volumes of the NSSE Yearbooks.
Commentary

Early Childhood Education: Comment on Camilli and Colleagues’ Meta-Analysis and a Preliminary Synthesis of Recent Randomized Controlled Trials

by Kevin M. Gorey
This commentary critically appraises Camilli, Vargas, Ryan and Barnett’s (2010) meta-analysis of the cognitive effects of early education interventions. It also presents a related synthesis of recent randomized controlled trials.
The Voice


This week, Kate Phillippo of Loyola University Chicago discusses her upcoming paper on the potential -- and the pitfalls -- of requiring teachers to play the role of advisor. Video produced by Simon Doolittle. For more videos on education, visit AfterEd.tv.

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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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