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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 Sonali Rajan, Lalitha Vasudevan, Kelly Ruggles, Brande Brown & Helen Verdeli — 2017
This commentary investigates the role and responsibility of schools and surrounding communities in keeping students and faculty safe from gun violence on K-12 campuses.

by Julie Margetta Morgan — 2017
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.

by Nadine Dolby — 2017
This commentary examines the deeper social implications of sharing (and not sharing) food in the classroom.

by Jonathan Cohen — 2017
This commentary addresses key conceptions of and contemporary attitudes toward school climate and social emotional learning.

by Tiffany Flowers & Erin L. Berry — 2017
This commentary examines contemporary school policies restricting the hairstyles of Black children as echoes of the 19th century Black Codes in the American south.

by Richard Fossey & Robert Cloud — 2017
This commentary examines the conditions through which tenure protects professors, but can also be revoked, and specifically analyzes the 2017 Fifth Circuit court case of Professor Alexander Edionwe, who sued UTRGV president Guy Bailey when his tenure position at UT Pan Am dissolved due to the creation of UTRGV and closure of UT Pan AM.

by Christopher Holland — 2017
This commentary evaluates both the strengths and weaknesses of New York City's universal pre-K initiative and provides three recommendations for future action.

by Adam Attwood — 2017
This commentary explores interdisciplinary discussion of inclusivity in the study of the European Middle Ages and how medieval studies might be reconsidered for a new, inclusive middle school and high school social studies curricula.

by Tray Geiger & Audrey Amrein-Beardsley — 2017
In this commentary, authors introduce the idea of artificial conflation, as predicated by Campbell’s Law, and as defined by how those with power might compel principals to artificially conflate teachers’ observational with their value-added scores to purposefully exaggerate perceptions of validity, via the engineering of conflated correlation coefficients between these two indicators over time.

by Joy Erickson — 2017
This commentary responds to Burkholder’s commentary, Trump’s Educational Reforms Threaten to Destroy American Public Schools–Is That Such a Terrible Thing?, by arguing that there need be an emphasis on developing “reasonable” citizens from the very start of schooling. It also highlights several scholarly pieces depicting the conditions under which young children have organically participated in pluralistic, critical, and political dialogue.

by Jacob Elmore — 2017
This commentary analyzes practices in PLCs that can inhibit or enhance teachers’ learning about students and their data-driven decision-making.

by Lacey Peters, Stephanie Reinke & Daniel Castner — 2017
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group (AERA). It examines the influence of quality improvement in early childhood as it relates to the impact of globalizing and neoliberal forces driving education reform.

by Pedro Noguera & Alexandra Freidus — 2017
Letter to the editor in response to Jonathan Zimmerman's commentary, "Education Yes, Propaganda No."

by Francisco Ramos — 2017
This commentary weaves together autobiography and education research to explore the challenges of getting into higher education.

by Nadine Dolby — 2017
This commentary examines the problem of educational inequality. It argues that we need to make changes beyond simply our schools if we want to have long-lasting and impactful educational reform.

by Zoe Burkholder — 2017
This commentary examines the implications of President Trump's proposal to increase school choice on American public education. It argues that the more we erode public education, the more we reduce access to local, equitable, and accountable schools that educate all of our common community members.

by Jonathan Zimmerman — 2017
This commentary considers the case of Jill Bloomberg, a principal who was questioned about her political affiliations. It argues that teachers have the right to speak their minds, but they also have to let students make up their minds.

by Kim Keamy — 2017
Making time to listen is fundamental to the work of an academic leader when colleagues are being required to make significant changes to the way they teach.

by Linda Fairchild & Brad Wedlock — 2017
The authors critically examine the constructs of morality and value in regards to education.

by Christopher Holland — 2017
This commentary critiques current proposed legislative efforts in California that seek a resolution to the state's teacher shortage crisis.

by Jamie Kudlats — 2017
Scholarly insights into the principal-student relationship are scarce compared to scholarship regarding the teacher-student relationship. This commentary considers questions that may arise from a deeper examination of the principal-student relationship and calls for increased attention to the topic.

by Danielle Apugo — 2017
This commentary highlights the urgency of establishing and nurturing communal social media spaces of resistance for Black women in urban education to support sustainability, retention, and overall career contentment.

by Julie C. Garlen, Lisa Kuh & Beth Coleman — 2017
This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group. A group of authors share contentions regarding the implementation of anti-bias education and implications for teacher education, teachers, children, and families.

by Chris Brown & Joel Malin — 2017
In this commentary, the authors set out thoughts on school leaders’ crucial roles in fostering evidence-informed and -engaged learning environments. They argue that school leaders must address both transformational and pedagogical aspects. Addressing both, they provide a definitive summary checklist for the role of school leaders in developing their schools in this manner.

by Kirsten Sadler — 2017
This commentary is a response to the renewed focus of funding and interest in gender equality in STEM in Australia. The author argues for new approaches and strategies, dialogic and inclusive of all diversities, toward creating a more inclusive STEM workplace into the future.

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Get Involved
  • 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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