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You are invited to add your unique voice and perspective to a vibrant, forward thinking conversation around some of the most timely topics in the education sector.   We welcome sophisticated commentary, similar to that found in the world’s leading publications, that covers a wide range of education related topics and draws fresh connections to contemporary issues.  As a contributor you will both be invited to discuss topics of our choosing and have the exciting opportunity to create content of your choice around subjects that interest you as both a scholar and practitioner.  Let’s work together to move the conversation around education further into the future while reframing and evaluating scholarship of the past.

by Kim Keamy — 2017
Making time to listen is fundamental to the work of an academic leader when colleagues are being required to make significant changes to the way they teach.

by Linda Fairchild & Brad Wedlock — 2017
The authors critically examine the constructs of morality and value in regards to education.

by Christopher Holland — 2017
This commentary critiques current proposed legislative efforts in California that seek a resolution to the state's teacher shortage crisis.

by Jamie Kudlats — 2017
Scholarly insights into the principal-student relationship are scarce compared to scholarship regarding the teacher-student relationship. This commentary considers questions that may arise from a deeper examination of the principal-student relationship and calls for increased attention to the topic.

by Danielle Apugo — 2017
This commentary highlights the urgency of establishing and nurturing communal social media spaces of resistance for Black women in urban education to support sustainability, retention, and overall career contentment.

by Julie C. Garlen, Lisa Kuh & Beth Coleman — 2017
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group. A group of authors share contentions regarding the implementation of anti-bias education and implications for teacher education, teachers, children, and families.

by Chris Brown & Joel Malin — 2017
In this commentary, the authors set out thoughts on school leaders’ crucial roles in fostering evidence-informed and -engaged learning environments. They argue that school leaders must address both transformational and pedagogical aspects. Addressing both, they provide a definitive summary checklist for the role of school leaders in developing their schools in this manner.

by Kirsten Sadler — 2017
This commentary is a response to the renewed focus of funding and interest in gender equality in STEM in Australia. The author argues for new approaches and strategies, dialogic and inclusive of all diversities, toward creating a more inclusive STEM workplace into the future.

by Anne Vilen — 2017
The author of this commentary argues in favor of teaching evidence-based thinking; it underscores the relevance of education for creating an informed citizenry capable of thinking critically and voting purposefully.

by Judy R. Wilkerson — 2017
This commentary describes the process used by the Council for Accreditation of Educator Preparation and the technical support it provides to Educator Preparation Programs. The author identifies discrepancies in: the definition of validity as it applies to qualitative research rather than measurement and assessment, a weak and insufficient definition of content validity, over-emphasis on predictive validity, and inattention to consequential validity.

by Saoussan Maarouf & Joseph Jones — 2017
This commentary discusses the problem of bullying as it relates to Muslim students. The authors posit that teacher education programs can impact how Muslim students are treated in schools. In doing so, they provide practical avenues teacher educators can use to prepare pre-service teachers to address the problem.

by Richard Fossey & Robert Cloud — 2017
Income-driven repayment plans for distressed student loan debtors offer short-term relief from burdensome monthly loan payments but they have many drawbacks.

by Tawannah Allen — 2017
Nonwhite students in our public schools face three distinct geographic disadvantages: a lack of political and financial support for public education, hyper-segregation, and extreme poverty.

by Janice Bloom, Mardi Tuminaro, Marian Mogulescu & Pat Walter — 2017
Written by teachers who worked at Central Park East Secondary School, this commentary seeks to rearticulate the vision and practices that inspired the early small schools movement. It also attempts to reframe and reclaim assessment, accountability, and rigor as goals and activities that are owned and implemented by educators, students, and communities.

by David DeMatthews, Barbara Pazey & Becca Gregory — 2017
The Texas Education Agency has a special education monitoring protocol known as the Performance-Based Monitoring Analysis System that awards districts a perfect score on an indicator if fewer than 8.5% of students receive special education. This protocol has been the center of debate in the state and for the U.S. Department of Education. This commentary examines this system, state level data, and parent and educator testimonials presented in the media.

by Sarah Butler Jessen — 2017
In the wake of the presidential election, the author argues that we must shift our educational policy values toward more collective and democratic goals.

by Catherine Hamm, Nathalie Nehma, John McCartin, Jeanne Marie Iorio, Brenda Lovell, Mindy Blaise, Kelly Boucher & Kirsten Agius — 2017
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 Burn’s 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 Anne Corinne Huggins-Manley, Sophie Cohn & Tiffany Fisher — 2016
The purpose of this commentary is to present a systematic framework for comparing the standards for drawing causal inferences in educational research to the lack of standards for drawing causal inferences under state accountability plans. We aim to demonstrate that this framework encompasses many of the vast critiques of previous educational state accountability plans for estimating school and teacher effects on achievement, and hence offers a path to improvement for state accountability plans currently being developed under the Every Student Succeeds Act (ESSA).

by M. O. Thirunarayanan — 2016
This commentary argues that transcripts, diplomas, and program certificates should include more information on coursework completed through online classes.

by Adam Crownover & Joseph Jones — 2016
This commentary explores the notions of relational pedagogy and how it can decrease bullying practices within schools. It proposes that teacher preparation programs implement methods to teach pre-service teachers how to construct a classroom that is premised on relational pedagogy.

by Rachel Klein — 2016
Drawing on induction programs for insight into what helps novice teachers navigate the precarious first years of teaching and remain in the profession, and utilizing respondent-driven survey data, this commentary argues that including the induction support of mentorship in teacher preparation models would increase teacher retention.

by Jason Margolis — 2016
This commentary outlines three related ways that a Trump presidency could be very good for American education and how education professors can play a more important role in educational improvement.

by Bradley Ermeling & Genevieve Graff-Ermeling — 2016
Research and observations suggest that many collaborative teacher teams in the United States are constrained by existing images of practice. One promising way to counteract these persistent images is to provide educators with a compelling new image or metaphor that helps to “reset” or “reframe” the activity.

by Dongwoo Kim & Cory Koedel — 2016
Most public school teachers in the United States receive retirement compensation via a defined benefit pension plan. This institutional feature of the public education system is often overlooked in education policy discussions, but is important for a number of reasons.

by Anna Montana Cirell & Joseph David Sweet — 2016
In this commentary, the authors discuss how gender inequality becomes manifest in deeper sociopolitical issues of proper schooling and proper education. They also show how regulation is far from recognition, as policing others’ identity and purpose exposes a whole other layer of intentionality.

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  • Suggest a Topic: We welcome your suggestions on the following: what issues would you like us to address; who would you like to see addressing them; what direction would you like us to go in?
  • Volunteer to Write a Commentary: If you are interested in writing a commentary for TCRecord, please fill out this short form.
  • Submit a Commentary: Do you have a commentary that connects contemporary issues to the world of educational scholarship in some way? Please submit your work using this link.

Upcoming Topics

Teachers’ commentaries provide an important perspective on current educational issues. If you are a K-12 educator, we welcome you to submit a 1,000-1,500 word commentary in which you draw on your experience to address problems and opportunities confronting students and educators.

Recently-Suggested Topics
  • Latinx Leadership in Higher Education: An Intergenerational Approach
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  • I would like to suggest as a topic the educational reforms that Ecuador has started in the last years. Especially in 2015, Ecuador will start to participate in PISA examination. I would like to discuss the possible implications of these international examinations versus the national plan "El Buen Vivir" (The good living).
  • Black males in higher education and police brutality
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