by Abby Reisman
This study explored how teachers and students in five 11th-grade classrooms participated in whole-class discussion, using intervention materials designed to promote text-based disciplinary discussion. Analysis of videotaped instruction sought to (a) determine the degree to which the instructional materials fostered disciplinary discussion about texts, and (b) analyze teacher talk moves that characterized effective facilitation of such discussions.
by Curt M. Adams, Patrick B. Forsyth , Ellen Dollarhide , Ryan Miskell & Jordan Ware
This study advances self-regulatory climate as a social resource for student self-regulation and achievement.
Education researcher Art Graesser discusses his co-authored article, Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues. Watch and discuss this episode of The Voice on Vialogues.
by Catherine Hamm, John McCartin, Jeanne Marie Iorio, Brenda Lovell, Mindy Blaise, Kelly Boucher, Kirsten Agius & Nathalie Nehma
As a group of critical early childhood teacher educators, we take inspiration from a recent commentary Where Do I Fit In? Adrift in Neoliberal Educational Anti-Culture and engage with Burnís ideas of ethical resistance and courageous activism. We suggest that by "being present," we resist the ways teacher education has been reduced to a set of simple, technical skills, void of ethics and politics.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.