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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 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.

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.

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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
  • 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.
  • 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.

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