Hands Behind Your Back

This commentary addresses turn around schools in Chicago.

The h-Index Should Not Be Used To Make Tenure and Promotion Decisions in Education

The author argues that the h-index should not be used to make decision regarding tenure and promotion in the profession of education.

Should Adult Educators Imitate the Children They Teach?

This discussion of the question, "Should adult educators imitate the children they teach?", draws from the ideas of contemporary psychologist Alison Gopnik and twentieth-century educational philosophers John Dewey and Dorothy Dinnerstein. Gopnik and Dewey have discussed ways in which children can be good intellectual role models for adults when it comes to spontaneity, creativity, and openness to new possibilities. Dinnerstein, however, cautions that it is dangerous not to outgrow some childhood attitudes, and particularly childish understandings of gender roles and gender relations that arise from women's domination of early childcare.

Teaching As We Always Have, Even Though the "Always On" Generation Isn't Listening

In many university classrooms, professors talk and the students pretends to listen. More educational technology is not the key to engaging the "always on" generation—the key is faculty revealing more of their humanity.

The Power of Protocols: An Educator's Guide to Better Practice, Third Edition

Reflections from the Field: How Coaching Made Us Better Teachers

Hold Fast to Dreams: A College Guidance Counselor, His Students, and the Vision of a Life Beyond Poverty

Standing Up for Something Every Day: Ethics and Justice in Early Childhood Classrooms

A Learner Centered Approach to Online Education

Teacher Turnover in High-Poverty Schools: What We Know and Can Do

This article reframes the debate about what fuels high rates of teacher turnover in high-poverty schools. After reviewing findings from past studies of turnover, it focuses on recent scholarship suggesting that teachers who leave such schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and for their students to learn.

Teaching as Jesus Making: The Hidden Curriculum of Christ in Schooling

This article highlights the fact that certain elements inherent in the act of public teaching have their roots in Christian, particularly Biblical, thinking. The authors illustrate that although teaching is thought of as a secular activity, and although it is often assumed that religion has been expunged from public, including teacher, education, the sediments of religion remain present in how the teacher learns to imagine, construct, and enact his or her work as teacher as savior and martyr.

Stuck in School: How Social Context Shapes School Choice for Inner-City Students

In this article, we use in-depth interviews with 118 low-income urban youth to investigate how family and neighborhood contexts interact with public school choice policies to shape the educational careers of inner-city students.

Nonrobustness of the Carryover Effects of Small Classes in Project STAR

This article demonstrates that the carryover effects of STAR’s small classes are not robust; the effects are driven mostly by a small number of STAR schools.

The Relationships Among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College

This study examines the influence of high school exposure to basic science, technology, engineering, and mathematics (STEM) courses, high school exposure to STEM-related environment and activities, high school quantity of exposure to precollege STEM classes, and the quality of the latter for a sample of college-bound North Carolina students’ intent to major in STEM and likelihood of declaring a STEM major.

The “Two-Way Street” of Having an Impact: A Democratic School’s Attempt to Build a Broad Counterhegemonic Alternative

The article examines a unique bilingual (Arabic-Hebrew), binational (Jewish-Palestinian) school in Israel/Palestine in its struggle to be a sustainable and broadly transformative endeavor by opening enrollment to external students.

“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation

As teacher education programs have struggled with how to best reconcile the needs of students of color with the experiences and misconceptions of White teachers, this study looks at how digital tools can be leveraged to support culturally responsive pedagogy.

College for All Latinos? The Role of High School Messages in Facing College Challenges

This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.

Annual Yearbooks for 2015

The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.

Commonwealth v. Copney: Does a Murder Suspect Have a Constitutional Right to Privacy in His Harvard Girlfriend’s Dormitory Room?

From the perspective of the higher education community, Massachusetts' highest court made a good decision when it ruled that a murder suspect had no constitutional right to privacy in his Harvard girlfriend's dorm room that would prohibit police from searching the room without a warrant.

A Legal Argument Against The Use of VAMs in Teacher Evaluation

Applying a legal perspective, this commentary argues against the use of Value Added Models (VAMs) in teacher evaluation.

School Leadership in a Diverse Society: Helping Schools Prepare All Students for Success

How College Works

Handbook of Educational Theories for Theoretical Frameworks

Policing the Campus: Academic Repression, Surveillance, and the Occupy Movement

Literacy and the Common Core: Recipes for Action