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You are invited to add your unique voice and perspective to a vibrant, forward thinking conversation around some of the most timely topics in the education sector.   We welcome sophisticated commentary, similar to that found in the world’s leading publications, that covers a wide range of education related topics and draws fresh connections to contemporary issues.  As a contributor you will both be invited to discuss topics of our choosing and have the exciting opportunity to create content of your choice around subjects that interest you as both a scholar and practitioner.  Let’s work together to move the conversation around education further into the future while reframing and evaluating scholarship of the past.




Commentary
by Christopher Denham - 2019
Civil discourse is a necessary component to a functioning society, but one that seems to be recently absent. This paper discusses the need for civil discourse education, and the key features of English and Language Arts classes that make them an especially strong platform for teaching and modeling civil discourse.

by Elizabeth Benton - 2019
For many community college faculty members, the textbook remains a staple of the college classroom. However, free and open or low cost texts via open education resources (OER) offer the possibility of expanding access to college for would-be college students otherwise discouraged from ever giving college a try. This narrative account challenges administrators and faculty members to engage in a promising educational change process that enriches curriculum and pedagogy of community college teaching and opens doors for students seeking post-secondary education and career preparedness.

by Ben Mitchell - 2019
After 30 years as a neurodivergent within the field, I believe that it is time to fundamentally reform special education. Not only are we harming the students in our care, the structure of Special Education itself drives 20% of the population into a statistical underclass.

by Hope Nye - 2019
Low retention rates for special education teachers remains a consistent nationwide epidemic, impacting our most vulnerable population. The introduction of a systematic support system aimed at assisting special education teachers in navigating the many demands of their positions such as mandatory individualized assessment practices is necessary to increase the likelihood of special education teacher retention.

by Oliver McGarr - 2019
Teachers’ digital competence (or digital literacy as it is referred to in some countries) has been given significant attention in recent years, and this has resulted in the publication of several supranational competency frameworks. Yet like all frameworks, they have evolved over time and have, embedded within them, assumptions about teachers and technology. Unearthing these assumptions that have shaped their current form is important, however, as it can reveal the dubious nature on which they are based.

by Nadine Dolby - 2019
In this commentary, the author reflects on what she learned from a note left for her by a custodian at her university.

by Robert Slater - 2019
The author of this commentary applies John Rawls' principles of justice to K-12 education policy.

by Suzanne Eckes & Julie Mead - 2019
The authors of this commentary raise questions from an educational policy perspective about discrimination against educators in private religious schools.

by Heather Reynolds - 2019
This commentary focuses on how the politicization of issues, and intolerance from community members, can overshadow evidence-based data in school policy decisions and create a hostile climate in the district.

by Adam Attwood - 2019
This commentary adds to the discussion of theorizing education as infrastructure. The author discusses how aesthetics can be a part of the concept of school infrastructure.

by Tiffany Noel - 2019
This commentary aims to present and emphasize undergraduate students’ voices to call attention to issues surrounding belongingness and non-retention of women in STEM fields.

by Cynthia Ballenger - 2019
This commentary is an attempt to ground a better discussion of the achievement gap. It is from the perspective of a classroom teacher who explores discussion and interactions as a part of her practice.

by Lawrence Baines & Jim Machell - 2019
A new report from the Oklahoma Department of Education confirmed that that state has lost 30,000 teachers in the past six years, a significant number in a state that employs a total of only 41,000 teachers. Response to teacher flight in Oklahoma, as in other states, has focused on finding warm bodies to fill classrooms, not on teacher quality. As a result, the neediest students in Oklahoma are being taught by the least qualified teachers.

by Richard Fossey - 2019
In Jackson v. McCurry, escalating tensions between a student’s father and school officials led to a federal lawsuit.

by Paul Sutton & Andrew Shouse - 2019
In this commentary, authors argue that the “deep rules” that exist around how teachers accrue status and use that status to wield power and influence, also exist in teacher collaborative groups and can greatly impact the extent to which those groups can be productive.

by Bradley Ermeling & Genevieve Graff-Ermeling - 2019
This commentary features an extraordinary example of a teacher team that overcame significant obstacles with complex group dynamics, diverse curriculum responsibilities, and a history of ineffective meetings.

by Richard Fossey & Todd DeMitchell - 2019
A federal judge ruled that a charter school's regulation requiring female students to wear skirts violates the Equal Protection Clause.

by Francisco Ramos - 2019
This commentary proposes a theoretical framework that focuses on how people make sense of the objective conditions that mediate their subjective reality as they traverse through the uneven thicket of time and space.

by David DeMatthews & David Knight - 2019
The authors of this commentary call for a collaboration between two groups of researchers, school leadership experts and researchers focused on educator turnover, in order to more effectively address teacher and principal turnover.

by Peter Miller & Maria Dehnert - 2019
This commentary offers areas where researchers can help re-frame discussions on readiness at the intersection of athletics and academics.

by James Rosenbaum - 2019
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 Thomas Brock - 2019
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 Adam Gamoran - 2019
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 H. Levin - 2019
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 Jennifer Greene - 2019
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.

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  • Suggest a Topic: We welcome your suggestions on the following: what issues would you like us to address; who would you like to see addressing them; what direction would you like us to go in?
  • Volunteer to Write a Commentary: If you are interested in writing a commentary for TCRecord, please fill out this short form.
  • Submit a Commentary: Do you have a commentary that connects contemporary issues to the world of educational scholarship in some way? Please submit your work using this link.

Upcoming Topics

Teachers’ commentaries provide an important perspective on current educational issues. If you are a K-12 educator, we welcome you to submit a 1,000-1,500 word commentary in which you draw on your experience to address problems and opportunities confronting students and educators.



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  • Abstract The mantra “Every Child Can Learn” originally appeared in the education discourse as a way to level the educational playing field in regards to children coming from varied socioeconomic backgrounds. This paper seeks to use a foil for discussion “All Children Can Learn: Facts and Fallacies” (Thomas and Bainbridge, 2001) and as such, will explore that article’s concerns and how they can be interpreted 16 years later. As the rally call of the Effective Schools Movement, one might even state that the phrase brings to mind a call for social justice since the Movement endorsed the “understanding that school practices and policies can make a difference, even for children from homes in which parents have few educational or financial resources” (p. 660). The overarching concern for this author is that a reductionist view of what has become a knee-jerk statement has had direct influence on the rise—and endurance—of standardized education; policies that are punitive to educators; even the rise of diagnosis and treatment of ADHD. To be clear, Thomas and Bainbridge (2001) warned of similar concerns in their work, yet little has been written critically on the topic since. For example, the authors listed as one fallacy of the phrase ‘all children can learn’ needs to be put into context of the same curriculum in the same amount of time and at the same level (p. 661). The statement “all children can learn” has taken on a nearly sacred connotation (for both the political left and right), and any educator who might challenge the statement, or at least demand context for the statement, can receive the consternation of colleagues at the least, or feel herself in career jeopardy at most.
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