For the Record: Welcome New Editors

The Teachers College Record is continuing to expand, and as part of that expansion, the editorial office will be growing larger and stronger. I am delighted to welcome three new editors to TCR. My colleagues Lyn Corno, Clifford Hill, and Amy Stuart Wells have agreed to become editors of the Teachers College Record for the coming year. Lyn, Clifford, and Amy are well known scholars who will enhance TCR's capacity to recruit and respond to manuscripts in all areas of education.

Lyn Corno has been Professor of Education and Psychology and is currently Adjunct Professor at Teachers College where she coordinates the Spencer Research Training Grant. Her specialties include student learning and motivation, homework, classroom teaching, and teacher development. Among her professional appointments are a 6-year term as Chair of the Visiting Panel on Research at ETS in Princeton, NJ, a 3-year term as Editor of the Teaching, Learning, and Human Development section of the American Educational Research Journal (l992-l995), and, presently, co-editor of the Educational Psychologist (term 1999-2004). Lyn has been the Secretary for AERA's Division C, and has served as Member-at-Large for Division 15 (Educational Psychology) of the American Psychological Association. She is a Fellow of the American Association for the Advancement of Science, the American Psychological Association, and the American Psychological Society. A member of the New York Academy of Science since l993, Lyn has also served on the editorial boards of the National Society for the Study of Educational Psychology, Journal of Educational Psychology, Educational Psychologist, Contemporary Educational Psychology, Educational Researcher, and the Fourth Handbook of Research on Teaching. Her publications include four books, over 35 journal articles, and numerous chapters in edited books. She is currently Chairing the Board of the National Society for the Study of Education, and edited its 2001 Centennial Volume entitled Education Across a Century.

Clifford Hill is the Arthur I. Gates Professor of Language and Education at Teachers College. He has published widely in the fields of language, literacy, and technology, with particular attention to assessment issues (e.g., Children and Reading Tests and From Testing to Assessment: English as an International Language). He is currently directing OERI-funded research on culturally diverse students responding to online assessment tasks in the Pacesetter Program, a national academic prep program developed by the College Board. In addition, he has developed research projects with research institutes (e.g., space and time in language with the Max Planck Institut für Psycholinguistik) and collaborative programs with universities (e.g., College English Online with Beijing University) in many different parts of the world.

Amy Stuart Wells is Professor of Sociology of Education at Teachers College. Her research and writing has focused broadly on issues of race and education and more specifically on educational policies, such as school desegregation, school choice, charter schools, and tracking and how they shape and constrain opportunities for students of color. She is the author and editor of numerous books and articles, including editor of the Multiple Meanings of Charter School Reform: Lessons from Ten California School Districts (forthcoming, Teachers College Press); co-author with Robert L. Crain of Stepping over the Color Line: African American Students in White Suburban Schools (Yale University Press, 1997); co-editor with A.H. Halsey, Hugh Lauder, and Phillip Brown of Education: Culture, Economy and Society (Oxford University Press, 1997); co-author with Irene Serna of "The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools," Harvard Educational Review (Spring, 1996); and author of Time to Choose: America at the Crossroads of School Choice Policy (Hill & Wang, 1993). Amy is the 2000 recipient of the American Educational Research Association's Early Career Award for Programmatic Research and a 2001 Carnegie Scholar. She is currently directing a study of adults who attended racially mixed high schools funded by the Joyce Foundation and the Spencer Foundation

This major expansion of the editorial team at TCR is taking place in the wake of the growth of submissions we have enjoyed over the past several years. With a larger editorial team of diverse experience and interests, TCR is now in an even better position to solicit, receive, and develop the very best research in all areas of education. Lyn, Clifford, and Amy are now receiving manuscripts, and authors may contact them with questions and ideas regarding submissions.

Perhaps more important than the individual strengths that these three new editors bring to TCR is the opportunity for greater collaboration among the TCR editors and editorial assistants. As the challenges of academic publishing become ever more complex, we all look forward to working together to make TCR a more attractive outlet for educational research and a more compelling experience for readers.