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Volume 121, Number 10, 2019

Featured Articles
by Lois Weis, Margaret Eisenhart, Greg Duncan, Elizabeth Albro, Andrea Conklin Bueschel, Paul Cobb, Jacquelynne Eccles, Ruby Mendenhall, Pamela Moss, William Penuel, Robert Ream, Rubén Rumbaut, Finbarr Sloane, Thomas Weisner & James Wilson
This special report of the Mixed Methods Working Group is edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.

by Huriya Jabbar, Eliza Epstein, Wesley Edwards & Joanna Sánchez
This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.

by Mariana Souto-Manning
This article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification.

by Kristie Rowley, Florencia Silveira, Mikaela Dufur & Jonathan Jarvis
This study examines the validity of common assumptions regarding the underperformance of poor students in the United States by comparing U.S. students to similarly situated students in similarly wealthy countries.

by Margaret Sallee
This article focuses on the experiences of academic commuting couples, or those who live apart for job-related reasons. Using self-determination theory as a theoretical guide, the author explores why some participants thrive more than others under such an arrangement.

by David Diehl & Robert Marx
The authors of this study use a recursive analysis of network and institutional evolution to account for the evolving structure of the philanthropic giving to charter schools among 809 foundations and 337 grant recipients in California between the years 2003 and 2014.

by Mathew Uretsky
This study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters, or students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader.

 
Book Reviews
There are no Book Reviews for this issue
Commentary
by Adam Gamoran
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.

by Deborah Ball
This is a special report of the Mixed Methods Working Group.

by H. Levin
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.

by Carola Suárez-Orozco
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.

by Nancy Deutsch
This commentary is part of "Mixed Methods for Studies That Address Broad and Enduring Issues in Education Research," edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.

Editorials
There are no Off The Record or Editorials for this issue
 
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