This commentary provides an overview of the laws related to education for undocumented children in the U.S.
This commentary distinguishes among a technical approach, an inquiry approach, and a relational approach to learning to teach.
This commentary takes up the question, "Does teacher education matter?" and points to the necessity of centering sociocultural considerations when doing teacher education, equitably and in a just way.
This commentary argues that teacher educators must go beyond talking about social justice and model the decolonial pedagogies that they advocate for teacher candidates.
This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.
The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.
In this commentary, the author reflects on the importance of listening as a step towards empathy and understanding.
Using New York City as an example, the author of this commentary argues that the public release of teacher quality data impacts neighborhood and school demographics.
This commentary highlights survey data that indicates a lack of basic scientific knowledge not only among many students but also some teachers.
This commentary calls for a responsible approach to teaching, learning, and living in an era dominated by information technology.
This commentary argues that edTPA should be modified, or replaced, to produce more fair, equitable, and meaningful outcomes among teacher candidates.
The authors of this commentary argue that school board members need to develop strategies supported by research with accurate, local, school-by-school data.
This commentary discusses the difficulty and necessity of teaching in “the now,” by responding to ongoing current events that are difficult to teach in our current social, cultural, and political context. The author says these complex moments and ideas need to be taught as they are impacting and affecting students.
English learners who experience learning difficulties face unique challenges in accessing instructional resources for optimal learning. In this commentary, the authors highlight four instructional considerations and how these often result in less than ideal instructional placement for these students.
In this commentary, the author reflects on what she has learned about math as an adult, through helping her daughter.
The authors of this commentary argue that religious literacy should be considered an essential part of social studies curricula, enabling students to better understand many issues in contemporary culture.
In this commentary, the author asks: if we, as teacher educators, are subject to external mandates and directives to implement externally-scored assessments (e.g., edTPA), then how can we help students conceptualize them in constructive, and not simply compliant, ways?
This commentary argues that there is a lack of nuance on both sides of the Asian-American affirmative action debate. The author presents two nuances to stimulate further discussion aimed at dismantling a larger project of structural racism in which Asian Americans have been silenced and invisible.
Recent hate crimes in America highlight the vital importance of deliberately teaching students about race, racism, anti-Semitism, and how to speak out against bias. New Jersey provides a model for mandating Holocaust and genocide education in public schools.
This commentary argues that new providers of curricular resources may be changing the marketplace of curriculum materials; however, different types of providers may imply distinct views of the role of teachers in curriculum and instruction.
This commentary discusses the roots and purpose of both K-12 STEM and STEAM education in the United States. The authors advocate for STEAM as a way to engage more students in mathematics and science, while being guided by the three E's: Equity, Empathy, and Experience.