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Questioning the Long-Term English Learner Label: How Categorization Can Blind Us to Studentsí Abilities

by Karen D. Thompson
The label Long-Term English Learner (LTEL) is used to describe students educated in the U.S. for many years but still not meeting English proficiency criteria. In this mixed methods study, the author uses eight years of district-wide, student-level longitudinal data to determine characteristics and overall patterns of academic achievement for LTELs in a medium-sized California district. In addition, case study research methods examine the experiences of three LTELs within this same district in greater depth.
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The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors

by Gregory J Palardy, Russell W. Rumberger & Truman Butler
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.
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Book Reviews
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Charter Schools, Race, and Urban Space Where the Market Meets Grassroots Resistance

by Kristen L. Buras
reviewed by Miriam D. Ezzani & Ciro Viamontes


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Transformative Teachers: Teacher Leadership and Learning in a Connected World

by Kira J. Baker-Doyle
reviewed by Debra Sprague & Lindsay Zurawski


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Transition by Design: Improving Equity and Outcomes for Adolescents with Disabilities

by Audrey A. Trainor
reviewed by Anita Charles


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Faculty Development in an Age of Evidence: Current Practices, Future Imperatives

by Andrea L. Beach, Mary Deane Sorcinelli, Ann E. Austin, & Jaclyn K. Rivard
reviewed by Julie A. Mooney & Luciano da Rosa dos Santos


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Literature in Language Education

by Geoff Hall
reviewed by Yalun Zhou & Michael Wei



Education researcher Wayne Journell discusses his article, Teacher Political Disclosure as Parrhēsia. Watch and discuss this episode of The Voice on Vialogues.

Commentary

A New Higher Education Act Is Coming. Are We Ready?

by Julie Margetta Morgan
This piece argues that to prepare for Higher Education Act reauthorization, the research and policy community need more than just student and institution-level data: We need to dig deeper into how the Department of Education administers the federal financial aid programs.
Editorial

Engaging Youth in School (Kindle Book)

by Gary Natriello
This issue of the Teachers College Record Yearbook focuses on conceptualizations of engagement, the processes of engagement, portraits of engaging learning environments, and whole-school approaches to education.

Learning In and Across Contexts: Reimagining Education (Kindle Book)

by Gary Natriello
This book focuses on four principles: seeing education holistically as inclusive of diverse learning contexts; recognizing how learning opportunities emerge both in and across contexts; advancing research on learning in ways that enable the study of learning over time and across contexts, and; attending to possible futures in the present.

TCR Yearbooks - Call for Proposals

by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.


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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