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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 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.

by Anne Vilen — 2017
The author of this commentary argues in favor of teaching evidence-based thinking; it underscores the relevance of education for creating an informed citizenry capable of thinking critically and voting purposefully.

by Judy R. Wilkerson — 2017
This commentary describes the process used by the Council for Accreditation of Educator Preparation and the technical support it provides to Educator Preparation Programs. The author identifies discrepancies in: the definition of validity as it applies to qualitative research rather than measurement and assessment, a weak and insufficient definition of content validity, over-emphasis on predictive validity, and inattention to consequential validity.

by Saoussan Maarouf & Joseph Jones — 2017
This commentary discusses the problem of bullying as it relates to Muslim students. The authors posit that teacher education programs can impact how Muslim students are treated in schools. In doing so, they provide practical avenues teacher educators can use to prepare pre-service teachers to address the problem.

by Richard Fossey & Robert Cloud — 2017
Income-driven repayment plans for distressed student loan debtors offer short-term relief from burdensome monthly loan payments but they have many drawbacks.

by Tawannah Allen — 2017
Nonwhite students in our public schools face three distinct geographic disadvantages: a lack of political and financial support for public education, hyper-segregation, and extreme poverty.

by Janice Bloom, Mardi Tuminaro, Marian Mogulescu & Pat Walter — 2017
Written by teachers who worked at Central Park East Secondary School, this commentary seeks to rearticulate the vision and practices that inspired the early small schools movement. It also attempts to reframe and reclaim assessment, accountability, and rigor as goals and activities that are owned and implemented by educators, students, and communities.

by David DeMatthews, Barbara Pazey & Becca Gregory — 2017
The Texas Education Agency has a special education monitoring protocol known as the Performance-Based Monitoring Analysis System that awards districts a perfect score on an indicator if fewer than 8.5% of students receive special education. This protocol has been the center of debate in the state and for the U.S. Department of Education. This commentary examines this system, state level data, and parent and educator testimonials presented in the media.

by Sarah Butler Jessen — 2017
In the wake of the presidential election, the author argues that we must shift our educational policy values toward more collective and democratic goals.

by Catherine Hamm, Nathalie Nehma, John McCartin, Jeanne Marie Iorio, Brenda Lovell, Mindy Blaise, Kelly Boucher & Kirsten Agius — 2017
As a group of critical early childhood teacher educators, we take inspiration from a recent commentary Where Do I Fit In? Adrift in Neoliberal Educational Anti-Culture and engage with Burn’s ideas of ethical resistance and courageous activism. We suggest that by "being present," we resist the ways teacher education has been reduced to a set of simple, technical skills, void of ethics and politics.

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  • 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.



Recently-Suggested Topics
  • Dear Editorial Department, I hope you are doing well! My name is Syed S. Ahmed. I was interested in the opportunity to submit a piece on "Teaching The Diversity of Islam-A Non Arab Approach." I would be delighted if given the opportunity to contribute in any way. With regards, Professor Ahmed
  • To Whom It May Concern: I'm writing to see if Teachers College Record would be interested in an article on a very specific event. If so, I'll happily write the submission with any writing preferences or directions Teachers College Record desires. Positive psychology, happiness, and character education has been a very hot topic recently. David Levin, the founder of KIPP, is leading an online free class off coursera.org entitled, "Teaching Character and Creating Positive Classrooms." I think this is a very significant event, because so much of the research and science on character development has: (1) remained mostly in academic journals and books away from lay audiences, and (2) has not really been able to offer suggestions for incorporation in the classroom with the science to back it up. I also think this is a very significant event because so much of this research is extremely controversial. Is developing Grit in-itself, without attention to context, anything but obedience? Can you track for character without having students become more dependent on praise? I plan to take this online course. Would TCR be interested in a submission that offers a reflective but possibly highly critical review of this course from someone who is both a student of psychology and a teacher? I'd detail some important research studies but also tie it into the narrative of my classroom as someone who became a teacher (like so many) to inspire and build character. If you think this would be an appropriate submission for TCR, I'd happily write it to be a specific length, with a particular writing style, or accommodate any other preferences the publication might have. The online course will last until the beginning of March, and I could have the article submission to you by the end of March. Thanks for your consideration. Dan Daniel.J.LaSalle@gmail.com
  • supervision and evaluation in schools Collective Bargaining and management prerogatives
  • I am historian of education and am currently working on a history of Germantown High School, a comprehensive high school in Philadelphia. On December 13, 2012, the School District of Philadelphia announced that Germantown was on the list of potential school closures. In my ethnographic work at the school and others like it in Philadelphia, high school youth have commented about their concerns about these school closures and the possibility of gang violence when they transfered to new schools. I would like to write a short commentary piece on this for TCR. I look forward to your response. Sincerely, Erika Kitzmiller
  • The rise of grit as an aspect of character and a trait to teach to students. This has been elaborated recently in Paul Tough's book: How children succeed: Grit, Curiosity and the Hidden Power of Character. Thank you.

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