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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 Robert Cloud & Richard Fossey — 2018

by Douglas D. Ready, Iris Daruwala & Shani Bretas — 2018
In this commentary, authors situate the relatively new wave of technology-enabled personalized learning platforms within the broader context of institutional accountability.

by Yong Zhao, Alma Harris & Michelle Jones — 2018
This commentary examines the side effects of PISA evidence-based policy recommendations.

by Peshe Kuriloff — 2018
In this commentary, the author argues that teachers need more exposure to challenging school settings and better preparation for helping students with circumstances that extend beyond the classroom.

by Nadine Dolby — 2018
In this commentary, the author reflects on what she has learned about gifted education from the perspective of a parent.

by Brian Gibbs — 2018
This commentary engages the "sell out" phenomenon that often plagues justice oriented educators: not being able to engage in all forms of resistance and interruption often weighs on teachers engaged in critical teaching.

by Kate Napolitan & Michael Bowman — 2018
The authors of this commentary argue that teacher educators and future teachers need to understand politically-engaged and community-focused teaching as deeply rooted in the history of education. Teacher education should create spaces to meet what the authors call "historical mentors."

by Amber Mormann-Peraza — 2018
Standardized test scores have become one of the most common sources of data used for measuring equity along racial and ethnic lines, however, other than providing compelling evidence that disparities exist, standardized tests are a severely limited tool for supplying useful information related to educational equity.

by Min Hwangbo — 2018
This commentary reflects social-emotional learning and data use as a response to the My Brother’s Keeper initiative, a federal recommendation to address persistent opportunity gaps among students of color so that all young children can reach their full potential.

by Richard Fossey — 2018
What can happen if a university budget director expresses ethical concerns about how the university’s budget is reported? Can she be fired?

by Michelle Salazar Pérez, Cinthya Saavedra, Felicia Black, Ysaaca Axelrod, Ranita Cheruvu, Elizabeth Rollins, Ayesha Rabadi-Raol & Angela Molloy Murphy — 2018
This commentary is a dialogue concerning the lack of representation and participation of people of color in professional critical organizations.

by Sydney Freeman Jr., Ali Carr-Chellman & Allen Kitchel — 2018
This commentary defines negentropy in the research university and discusses its potential for significant impact on higher education.

by Jeffrey Holmes, David Berliner, Mari Koerner, Niels Piepgrass & Carlos Valcarcel — 2018
This is a commentary about research being undertaken at Arizona State University on "bad" teachers.

by Lalitha Vasudevan — 2018
This commentary in poem form offers a reflection on National Walkout Day, an act of remembrance for the February 2018 massacre in Parkland. Broader themes related to the ordinary and everyday practices of youth civic engagement are introduced through hyperlinks, and a call for greater attention to be paid to youth practices is offered.

by Richard Fossey & Todd DeMitchell — 2018
In a recent decision, the Sixth Circuit Court of Appeals ruled that a male student accused of sexual assault has a constitutional right to confront his accuser at a university disciplinary hearing.

by Sarah Butler Jessen & Catherine DiMartino — 2018
This commentary examines the ways in which marketing and branding in education, or "edvertising," come into conflict with the distribution of information and rational choice processes.

by Margaret Mohr-Schroeder, Sarah Bush & Christa Jackson — 2018
In this commentary, the authors consider the definition of STEM education, the current landscape of integrated STEM learning, and they advocate for a more cohesive view of K12 STEM education.

by Jeff Frank — 2018
Language matters. As the term snowflake spreads across our public discourse, we are creating a moral vacuum that doesn’t provide our college-age youth the education they deserve.

by Richard Fossey & Robert Cloud — 2018
A Nebraska state college is found not liable by two courts after Tyler Thomas, a 19-year-old freshman, disappeared and was declared dead by a Nebraska court. A 29-year-old male student who resided in a dormitory room next to Thomas' room, was later charged with murder.

by Nadine Dolby — 2018
In this commentary, the author reflects on her process of learning about a student’s life through a paper he submitted for class.

by Dorothy Slater & Robert Slater — 2018
The authors of this commentary argue that demarginalization does not go far enough in satisfying the principle of restorative justice, which demands that marginalized students be given access to a humanizing education.

by Nanette Watson, Rachel Jensen & Cindy D'On Jones — 2017
The purpose of this commentary is to emphasize the need for targeted reading interventions for kindergarten and first-grade students.

by James Hiebert — 2017
In this commentary, the author argues that scripted instruction, defined appropriately, should be the goal of researchers and teachers if the educational community wishes to improve classroom teaching over the long run.

by Jordi Díaz-Gibson, Peter Miller & Alan Daly — 2017
Ferran Adria is widely recognized as one of the best chefs in the world. As education scholars, the authors of this commentary have developed an ongoing collaborative research relationship that has drawn considerably from Adria’s approach. They suggest that this emergent Adria-inspired way of collaboration contributes to understanding international collaboration and can significantly inform other education researchers who similarly seek substantive impact in their fluid and complex settings.

by Amanda Mayeaux & Robert Slater — 2017
Response to Intervention is a collaborative, multi-tiered, school-wide approach created to provide effective interventions for students with learning disabilities. Most high schools implement RTI by setting aside a 30-minute period during the day for the intervention that teachers refer to colloquially as a “skinny." How the skinny is implemented does much to determine whether or not students benefit from the policy.

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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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  • As a first-year teacher in the states, I began to include home visits as a way to reach out to families in our small, Mississippi community after seeing my African-American women colleagues doing so. I am interested in writing (or reading) an article that examines the practice of home visits, especially its history in the African-American community and its implementation in African-centered schools today.
  • 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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