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From the Assessment OF Education to the Assessment FOR Education: Policy and Futures

by Eva L. Baker & Edmund W. Gordon
The article provides a rationale for the focus on assessment for learning, that is to assist and improve performance, as opposed to the prevalent approach of assessment of learning, focused on time constrained summative judgments. In the article, we also discuss the likely changes wrought by new and unstable knowledge, technology, and global competition, in the light of democratic educational approaches.
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Preparing for the Future: What Educational Assessment Must Do

by Randy Elliot Bennett
This paper makes 13 claims about what educational assessment must do if it is to remain relevant in the face of rapid and potentially dramatic changes in education and society.
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Book Reviews
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Inclusive Education for Students with Intellectual Disabilities

by Rhonda G. Craven, Alexandre J. S. Morin, Danielle Tracey (Eds.)
reviewed by Jeanne D'Haem


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Literacy of the Other: Renarrating Humanity

by Aparna Mishra Tarc
reviewed by Ian Parker Renga


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What Mathematics Do Students Know and How is that Knowledge Changing?

by Peter Kloosterman, Doris Mohr, Crystal Walcott (Eds.)
reviewed by Karl W. Kosko & Jesse L. M. Wilkins


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Exploring Issues of Diversity within HBCUs

by Ted N. Ingram, Derek F. Greenfield, Joelle D. Carter, and Adriel A. Hilton
reviewed by Andrew T. Arroyo, Robert T. Palmer & Charles J Gibbs


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Transforming Teacher Education for Social Justice

by Eva Zygmunt and Patricia Clark
reviewed by Michael Evans & Trevor Ngorosha



Education researcher Morgan Polikoff discusses his co-authored article, Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics. Watch and discuss this episode of The Voice on Vialogues.

Commentary

Why So Fragile? How a University Lost an Opportunity to Denounce White Privilege

by Tray Geiger & Jessica Holloway-Libell
In this commentary, we take a look at the response to an Arizona State University (ASU) course titled, “U.S. Race Theory and the Problem of Whiteness,” which sparked protests and death threats for the course’s professor. We examine the media’s reaction, as well as ASU’s quiet response to the controversy. We argue that ASU failed to use the national spotlight as a platform to shed light on racism in higher education.
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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