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Policy >> Standards

by Susan Strauss & Youb Kim - 2011
Our commentary focuses on the issue of academic integrity and plagiarism for English language learners in U.S. universities. Sensitized by our own experiences of having recently participated in a hearing on plagiarism in a second language learning (L2) context at a local college, we examined existing definitions on academic integrity and plagiarism in U.S. universities. Our thinking is guided by language scholars who argued that the prevalent views of scholarship in U.S. universities and higher institutions in other western societies are inherently ethnocentric. While universities throughout the country are enthusiastically recruiting students from around the world, as part of the nationwide trend toward globalization, we believe U.S. universities need to develop an academic culture that encourages critical examination of our own beliefs and perspectives about what we need to do to help international students in U.S. universities understand authorship, ownership, and scholarship. Otherwise, our attempts at globalization will suffer. We hope our commentary contributes to the building of a culture of critical examination of the heretofore taken-for-granted beliefs and perspectives on teaching, especially in contexts of L2 teaching and learning.

by Julie Pennington, Kathryn Obenchain, Aimee Papola & Leia Kmitta - 2012
The Common Core State Standards are poised to guide U.S. educational practice and assessment for the coming years. This commentary examines the framing of the argument for the new standards by the constructors of the CCSS and how the alignment of resources during the implementation phase is tightly ensconced within the organizations who drafted the standards.

by Peshe Kuriloff - 2013
This article responds to the National Council on Teacher Quality’s newly released ranking of teacher education programs by arguing that teacher educators need to find their voice. As policy-makers continue to search for something to blame for low student achievement in urban schools, they have fixed first on teachers and now on teacher preparation. In response, teachers and educators need to stand their ground and demand a well-deserved seat at the table. To avoid becoming a victim in the education wars, teacher educators need to speak out about what they know and need to ensure that teachers succeed and schoolchildren learn and thrive.

by Michael McShane - 2013
In many areas, discussion of the Common Core standards has degraded into the talk of conspiracy theorists. This troubling development has overshadowed the very real concerns with implementing the standards that advocates need to address. This article, after dispatching the conspiracy wing-nuttery, outlines several lingering questions regarding the Common Core with the hopes of sparking a more productive discussion of this enormous undertaking.

by Iris Rotberg - 2014
“Not everything that counts can be counted, and not everything that can be counted counts.” –Albert Einstein

Methodological problems have plagued international test-score comparisons from the time they began 50 years ago. Since then the number and type of countries and other jurisdictions participating in the comparisons have increased, as have the methodological problems. At the same time, the results of the international comparisons have had an increasing impact on education policies throughout the world, despite the fact that the policy implications drawn from the comparisons are based on seriously flawed data. The commentary describes the intractable problems inherent in making valid comparisons of student achievement across countries and recommends an approach to reformulating the research.

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  • Educational Review
    Educational Review publishes general articles and accounts of research of interest to teachers, to lecturers, to research workers in education and educational psychology, and to students of education.
  • Standard Setting as a Strategy for Upgrading High School Mathematics and Science
  • Educational Researcher
    Published by the American Educational Research Association, the Educational Researcher features section publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry, especially manuscripts that focus on the interpretation, implication, or significance of R&D work in education, and manuscripts that examine developments important to the R&D field.
  • Standards, Testing, and Curriculum Control
  • Teacher Education Quarterly
    Most issues of Teacher Education Quarterly contain both thematic articles that have been solicited by or on behalf of the editor and Editorial Board and refereed articles chosen from among manuscripts submitted to the journal from the field.
  • Hard Lessons
    Diane Ravitch argues for a return to academic rigor in our nation's public schools
  • Elementary School Journal
    The Elementary School Journal publishes original studies, reviews of research, and conceptual analyses for researchers and practitioners interested in elementary schooling.
  • School-based Standard Testing
    School-based standard testing continues to evolve, yet in some ways it remains surprisingly close to its roots in the first two decades of the twentieth century
  • FORUM: for promoting 3-19 comprehensive education
    FORUM has for almost forty years been the pre-eminent focal point in the United Kingdom for topical and informed analysis - very often highly forthright and critical - of all aspects of government policy as it influences the education of children from primary through to higher education.
  • Title I and State Educational Policy: High Standards For All Students
    This paper uses data collected from intensive case studies of 12 states and 24 districts and from other documents to examine the extent to which states have developed and implemented policies that meet Title I criteria, and how states and localities use these policies to leverage instructional change in low-achieving schools.
  • Journal of Education
    The Journal of Education addresses students and educators with regard to pertinent issues in contemporary education.
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