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Featured Articles

Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program

by Heather C. Hill, Douglas Lyman Corey & Robin T. Jacob
Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, a large proportion of the programs developed and rigorously tested in the past decade have shown null results on both student outcomes and, often, intermediate variables. In this paper, we argue for a more systematic approach to examining null results, and illustrate this approach via an examination of one program’s failure to impact teaching and learning.
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Applying to College: The Role of Family Resources in Academic Undermatch

by Josipa Roksa & Denise Deutschlander
This article illuminates how students’ college-going attitudes and behaviors are rooted in family social and cultural resources.
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Book Reviews
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Poor Queer Studies: Confronting Elitism in the University

by Matt Brim
reviewed by R. Bradley Johnson, Amberlina Alston & Ryan McKeel


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Stagnant Dreamers: How the Inner City Shapes the Integration of Second-Generation Latinos

by María G. Rendón
reviewed by Francesca A. López


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Opportunities and Challenges in Teacher Recruitment and Retention: Teachers' Voices Across the Pipeline

by Carol R. Rinke & Lynnette Mawhinney
reviewed by Alexis Jones


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Digital Governance of Education: Technology, Standards and Europeanization of Education

by Paolo Landri
reviewed by Lisa Damaschke-Deitrick & Petrina M. Davidson

 


Education researcher Sarah Ryan discusses her TC Record article, The Role of Parent Social Capital and College-aligned Actions in Explaining Differences in Intergenerational Resource Transfer Among Hispanic and White Youth on the Path to College. Watch and discuss this episode on Vialogues.



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.
Commentary
Bridging the Gaps: Reimagining Civic Education in the midst of the Double Pandemic
by Caroline Flaharty
In the midst of deepening political polarization, a devastating global pandemic, economic and social stratification, and the intensification of racial justice movements following police brutalities, the ability to be civically engaged in the world around us is critical. In this commentary, I reflect on how the significance and application of civic education in K-12 American schools has evolved (or, in many cases, remained stagnant) over time. I highlight the discrepancies in present-day civics education requirements across the country while demonstrating my support for specific contemporary understandings of civics. I argue that in order to best prepare our youth to tackle the problems of today and tomorrow, we, as educators, must re-evaluate what it means to be a citizen in today’s world and what skills are necessary for this type of informed modern citizenship. To conclude, I provide a set of reflection questions and potential next steps for various educational stakeholders who are passionate about engaging in this important and timely work.
 
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