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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.

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.

by Carola Suárez-Orozco - 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 Nancy Deutsch - 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 Deborah Ball - 2019
This is a special report of the Mixed Methods Working Group.

by Rachel Salas - 2019
This commentary provides an overview of the laws related to education for undocumented children in the U.S.

by Christine Sleeter - 2019
This commentary distinguishes among a technical approach, an inquiry approach, and a relational approach to learning to teach.

by Keffrelyn Brown & Anthony Brown - 2019
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.

by Kenneth Zeichner - 2019
This commentary argues that teacher educators must go beyond talking about social justice and model the decolonial pedagogies that they advocate for teacher candidates.

by Kris Gutiérrez - 2019
This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.

by Alfredo Artiles - 2019
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.

by Nadine Dolby - 2019
In this commentary, the author reflects on the importance of listening as a step towards empathy and understanding.

by Elizabeth Rivera Rodas - 2019
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.

by Robert Slater & Dorothy Slater - 2019
This commentary highlights survey data that indicates a lack of basic scientific knowledge not only among many students but also some teachers.

by Gabriel Swarts - 2019
This commentary calls for a responsible approach to teaching, learning, and living in an era dominated by information technology.

by Nai-Cheng Kuo - 2018
This commentary argues that edTPA should be modified, or replaced, to produce more fair, equitable, and meaningful outcomes among teacher candidates.

by Heather Reynolds & Ron Avi Astor - 2018
The authors of this commentary argue that school board members need to develop strategies supported by research with accurate, local, school-by-school data.

by Brian Gibbs - 2018
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.

by Cindy D'On Jones, K. Lea Priestley & Guoqin Ding - 2018
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.

by Nadine Dolby - 2018
In this commentary, the author reflects on what she has learned about math as an adult, through helping her daughter.

by Brett Bertucio & Benjamin Marcus - 2018
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.

by JuliAnna Ávila - 2018
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?

by Peter Keo - 2018
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.

by Zoë Burkholder - 2018
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.

by Emily Hodge, Susanna Benko & Serena Salloum - 2018
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.

by Sarah Bush & Kristin Cook - 2018
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.

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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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