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Racial Differences in Teacher Perception of Student Ability

by Elizabeth Covay Minor
Teachers' perceptions of students' academic ability vary significantly by the race of the student. This study examines how students' test scores and teacher reports of students' social and behavioral skills explain black-white differences in teacher perceptions of students' academic ability. Using teacher fixed-effects models and the ECLS-K data from the fall and spring of kindergarten, this study finds that racial differences in teachers perceptions of students' academic ability are mostly explained by test scores, teacher reports of students' social and behavioral skills, and teachers' perceptions of academic ability from the beginning of the year. Behaving well at the beginning of the school year is especially important for teacher perceptions of black students' academic ability.
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Ready to Lead, but How? Teachers’ Experiences in High-Poverty Urban Schools

by Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Matthew A. Kraft, Monica Ng & John P. Papay
This interview study focuses on the role that teachers play in identifying and addressing the challenges faced by their high-poverty urban schools. We found that teachers grant their principal considerable discretion in setting the initial reform agenda but ultimately grant or withhold support based on whether their principal’s approach to teacher leadership has been inclusive or instrumental.
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Book Reviews
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Applying Implementation Science in Early Childhood Programs and Systems

by Tamara Halle, Allison Metz, Ivelisse Martinez-Beck (Eds.)
reviewed by Barbara S. Spector


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The One-on-One Reading & Writing Conference: Working with Students on Complex Texts

by Jennifer Berne, Sophie C. Degener
reviewed by Anna Smith


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Effective Educational Programs, Practices, and Policies for English Learners

by Liliana Minaya-Rowe (Ed.)
reviewed by Najah Alsaedi


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Rethinking Education for a Global, Transcultural World

by Encarnación Soriano (Ed.)
reviewed by Charlene Désir


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Teaching Embodied: Cultural Practices in Japanese Preschools

by Akiko Hayashi, Joseph Tobin
reviewed by Paul Doyon



Education researcher Amanda Kibler discusses her co-authored article, Languages Across Borders: Social Network Development in an Adolescent Two-Way Dual-Language Program. Watch and discuss this episode of The Voice on Vialogues.

Commentary

Punishment and Discipline: How Pathological Bullets Appear in Schools as Pedagogical Devices

by Jordan Corson & Daniel Friedrich
This commentary engages brief reflections on the pedagogical implications of armed security increasingly appearing in a number of sectors in institutions across the United States.
Editorial

Announcing Teachers College Record Yearbooks

by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.


Publishing in TCR
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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