by Christopher Redding & Samantha L. Viano
This article draws on the sensemaking framework and status risk theory to describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation.
by Xin Ma, Xian Wu, Jing Yuan & Xingkai Luo
In this article, the authors separate the competing effects on science achievement among four educational units: students, classrooms, teachers, and schools. They identify factors at each level critical to science achievement.
On Thursday, February 25th, 2021, Teachers College Record hosted an important behind-the-scenes virtual talk about navigating the publication process. Members of the TCR Editorial team joined as panelists and answered questions from graduate students and emerging scholars. This is part two of our two-part All Access: Unwritten Rules of Academic Publishing series. Watch and discuss this episode on Vialogues.
by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Returning to Normal? The Zero-Sum Phenomenon and Imagining Otherwise
by Omar Davila Jr.,, McKenzie Mann-Wood, William Martinez & Maria De La Lima
COVID-19 generated a strange paradox. Social suffering reached new heights, and simultaneously, we conceptualized new possibilities. Terms such as “reimagining” and “rethinking” became part of our everyday vocabulary, shaping new possibilities, especially in the field of education. Researchers have long demonstrated the way unequal structures produce unequal outcomes. Yet the very logic driving these inequalities has received much less attention in our imaginative spaces, that is, the zero-sum phenomenon. At its core, the zero-sum phenomenon is the way academic success is based on logics of competition, wherein the academic success of a few requires the nonsuccess of others. Simply consider selective enrollment, award distribution, and standardized testing. In a society in which race, gender, and social class are so intimately connected to notions of merit, it should come as no surprise that the zero-sum phenomenon consistently reproduces power and subordination. We, therefore, call on education scholars, practitioners, and activists to join us in reimagining the future of education, one that departs from exclusion and strives toward transformation.