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Volume 121, Number 1, 2019

Featured Articles
by Amelia Topper
This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach.

by Mireille Hubers, Cindy Poortman, Kim Schildkamp & Jules Pieters
This study examines how data team members acted as boundary crossers to build school-wide capacity for data use and how they implemented an improvement plan.

by Beth Ann Hart
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials.

by Julia Duncheon & Stefani Relles
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school.

by Julia McWilliams & Erika Kitzmiller
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.

by Jennifer Ng, Donald Stull & Rebecca Martinez
In recent decades, federal policymakers have pushed for education to be a more “scientific” endeavor. Through an ethnographic study of one school district’s implementation of multi-tier system of supports, the authors examine the applied logic of this comprehensive reform initiative and its impact in practice.

by Denisa Gándara & James Hearn
This article describes how policy actors used different types of evidence in college completion policymaking in Texas. The article also reports on the role intermediary organizations played in this policy process and reveals a new tactic these groups use to supply information to higher education stakeholders and policymakers: shaming institutions and states into improving college completion rates.

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

 
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