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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 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.

by Rob Wieman & James Hiebert — 2018
Educational researchers and theorists have noted the importance of student experimentation and learning from mistakes. The authors of this commentary argue that teachers need the same kinds of opportunities, calling for a cultural shift that acknowledges the centrality of experimentation, which inevitably includes mistakes, in teaching and teacher learning.

by Richard Fossey & Perry Zirkel — 2018
In May 2018, the Massachusetts Supreme Judicial Court ruled that universities within its jurisdiction have a limited duty to prevent their students from committing suicide.

by Jeff Frank — 2018
The confirmation hearings of Judge Brett Kavanaugh brought the toxic culture that exists at elite educational institutions to light. This commentary argues that elite institutions should remember that there is an important difference between character and privilege and that they should aim to graduate students of character, even if this means doing the hard work of exposing the damaging effects of privilege in the process.

by Robin Moten — 2018
This commentary examines how a high school English teacher approaches teaching a course, the very title of which connotes political bias, and discusses the importance of facilitating authentic conversations.

by Robert Cloud & Richard Fossey — 2018
The California Supreme Court ruled that universities have a special relationship with their students that obligates them to protect students from foreseeable harm while students are in their classrooms or participating in curriculum-related activities.

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.

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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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