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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 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.

by Anthony Kunkel — 2017
This commentary examines the history of reforms, the realities of the vast amount of research on educational reforms, and makes a case as to why teachers need to unify and gain a sense of solidarity in demanding a voice in decision-making and policy.

by Richard Fossey — 2017
The Louisiana legislature recently passed legislation barring school districts from administering corporal punishment to children with disabilities. This is a small step toward total elimination of corporal punishment in public schools.

by Caroline Wylie & Christine Lyon — 2017
This commentary focuses on a proposal for sequencing teacher professional learning opportunities to develop a well-rounded understanding of assessment practices and processes.

by Francisco Ramos & Lillian Zwemer — 2017
Colleges and universities are grappling with the shifting and sometimes ambiguous meaning of career outcomes. Authors of this commentary use the biomedical doctoral training landscape to explore this problem and the specific considerations that must be tackled to accurately describe postgraduate employment realities.

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.

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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.



Recently-Suggested Topics
  • PLEASE DISREGARD MY LAST COMMENTARY SUGGESTION and read this instead: I would be interested in a commentary on how gender bias negatively affects relationships between young boys and women educators. This past fall I tried unsuccessfully to address this issue in a never-published letter to the editor submitted to the magazine, Teaching Tolerance, in which I called attention to the lack of critical perspective in a Teaching Tolerance article by a woman educator who described an eight-year-old male student whom she admired as a "knight in shining armor." In my view, smart, competent, mature women educators need to avoid sentimentalizing their connections with boys by projecting onto them the “rescuing hero” image, even in fantasy. It must be completely clear to boys that the women in their lives are grown-ups who can be trusted to use their much greater power responsibly, and to avoid the error of casting themselves as helpless princesses-to-be-rescued in their relationships with males. Women educators of boys who fail critically to distance themselves from gender stereotyping are subjecting the much-less-powerful boys in their charge to the developmentally inappropriate and emotionally harmful expectation that they should fulfill an inhuman ideal – the ideal of the “knight” or invulnerable hero who always can rise above human physical and emotional vulnerability, and always already has the knowledge and skill needed to fix any problem (to "come to the rescue"). Boys need to be accepted, and related to by adults, as being who they actually are - physically and emotionally vulnerable, only partially knowledgeable and competent, growing human beings who are nothing like knights in shining armor. This is important both for the boys’ sake and for the good of people with whom they interact throughout their lives. (How many of the dominating, oppressive men in our world today are still, on the inside, little boys trying to live up to a female caretaker’s sentimental expectation that they should be invulnerable and all-powerful?) I would be interested in authoring this commentary for TCR, perhaps using my rejected letter to Teaching Tolerance as a jumping-off point and making connections with relevant findings from psychological research on how gender bias harms boys. Without repeating anything I have published elsewhere, I would draw upon my past experience examining – from other angles – the issue of how gender bias affects boys in the following publications: G. Bynum (2011), “The Critical Humanisms of Dorothy Dinnerstein and Immanuel Kant Employed for Responding to Gender Bias: A Study, and an Exercise, in Radical Critique,” Studies in Philosophy and Education, Vol. 30, No. 4, 385-402; and G. Bynum (2007), Dissertation: Human Rights Education and Kant’s Critical Humanism, Graduate School of Arts and Sciences, Columbia University. Thank you very much for considering this idea. Sincerely, Dr. Gregory Bynum Assistant Professor, Department of Educational Studies, SUNY New Paltz
  • I would be interested in a commentary on how gender bias negatively affects relationships between young boys and women educators. This past fall I tried unsuccessfully to address this issue in a never-published letter to the editor submitted to the magazine, Teaching Tolerance, in which I called attention to the lack of critical perspective in a Teaching Tolerance article by a woman educator who described an eight-year-old male student whom she admired as a "knight in shining armor." In my view, smart, competent, mature women educators must stop sentimentalizing their connections with boys by projecting onto them the “rescuing hero” image, even in fantasy. It must be completely clear to boys that the women in their lives are grown-ups who can be trusted to use their much greater power responsibly and to avoid the immature, narcissistic error of casting themselves as helpless, infantile princesses in their relationships with males. Women educators of boys who fail critically to distance themselves from gender stereotyping are subjecting the much-less-powerful boys in their charge to the developmentally inappropriate and emotionally harmful expectation that they must fulfill an inhuman ideal – the ideal of the “knight” or invulnerable hero who always can rise above human physical and emotional vulnerability, and always already has the knowledge and skill needed to fix any problem (to "come to the rescue"). Boys need to be accepted, and related to by adults, as being who they actually are - physically and emotionally vulnerable, only partially knowledgeable and competent, growing human beings who are nothing like knights in shining armor. This is important both for the boys’ sake and for the good of people with whom they interact throughout their lives. (How many of the dominating, oppressive men in our world today are still, on the inside, little boys trying to live up to a female caretaker’s sentimental expectation that they should be invulnerable and all-powerful?) I would be interested in authoring this commentary for TCR, perhaps using my experience with Teaching Tolerance as a jumping-off point and making connections with relevant findings from psychological research on how gender bias harms boys. Without repeating anything I have published elsewhere, I would draw upon my past experience examining – from other angles – the issue of how gender bias affects boys in the following publications: G. Bynum (2011), “The Critical Humanisms of Dorothy Dinnerstein and Immanuel Kant Employed for Responding to Gender Bias: A Study, and an Exercise, in Radical Critique,” Studies in Philosophy and Education, Vol. 30, No. 4, 385-402; and G. Bynum (2007), Dissertation: Human Rights Education and Kant’s Critical Humanism, Graduate School of Arts and Sciences, Columbia University.
  • Hello! I have a commentary suggestions related to emerging trends in technology and teacher education. I am very interested in seeing a commentary that describes and provides a strong case for increasing integration of digital learing and literacies in preservice teacher education courses. Ray Kurzweil writes about accelerating advances in technology and preservice teachers may not be keeping apace with these changes if their professors are not. This commentary could focus on: What are exemplar practices in teacher education for integrating/modeling/encouraging all teachers to see literacy practices as new literacy practices? This commentary could describe such cutting-edge trends and make a compelling case for the pressing urgency with which teacher educators themselves need to align higher education instruction with both PK-12 practices as well as innovations in online learning. I would be interested in writing this commentary as I teach extensively online (in both 100% online and hybrid formats) and do research on teacher education and digital literacy learning as it is related to multimedia and literacy practice. Thanks! Peggy Semingson peggys@uta.edu https://www.uta.edu/ra/real/editprofile.php?onlyview=1&pid=2555 http://www.tcrecord.org/AuthorDisplay.asp?aid=20273
  • An international acceptance of the value of early childhood education (ECE) is based mostly on research from developed countries which leaves many unanswered questions about the impact of ECE on children in developing countries. We are currently engaged in a three-year research project on the impact of ECE on children in Madagascar and would like to comment on what the extant research tells us about how to conduct ECE research in developing countries.
  • What are some current trends and issues that you are seeing with ELL students?

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