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Volume 120, Number 3, 2018

Featured Articles
by Glynda Hull & Emily Hellmich
Applying a qualitative research design and a cosmopolitanism theoretical frame, this article explores how schools in the United States and internationally are instantiating a global education.

by Chong Kim, Kenneth Frank & James Spillane
This article examines whether or not teachers’ networks and their formal positions influence classroom composition.

by Xiaoxia Newton, Rosario Rivero, Bruce Fuller & Luke Dauter
This paper focuses on a longitudinal and multilevel analysis of the differences between charter and traditional public schools in teacher turnover in terms of when, who, and under what context.

by Pascale Benoliel & Anit Somech
This study extends knowledge about activities that facilitate school management team effectiveness. The authors discuss a distributive perspective to school leadership, acknowledging the new role of principals in enhancing school management team effectiveness and highlighting principals' internal and external boundary activities as fundamental.

by Ansley Erickson & Andrew Highsmith
This article explores how the “neighborhood unit,” a school-centered planning concept popularized during the early twentieth century became an important mechanism for promoting racially segregated housing and schools.

by Tricia Niesz, Aaron Korora, Christy Burke Walkuski & Rachel Foot
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.

by Sarah Stitzlein
This article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.

by Jenna W. Gravel
This study explores how fifth grade co-teachers in an inclusive classroom promoted disciplinary thinking in English Language Arts among diverse learners by applying Universal Design for Learning.

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