Are School Leadership Experts Paying Close Enough Attention to Teacher and Principal Turnover?

The authors of this commentary call for a collaboration between two groups of researchers, school leadership experts and researchers focused on educator turnover, in order to more effectively address teacher and principal turnover.

Are School Leadership Experts Paying Close Enough Attention to Teacher and Principal Turnover?

The authors of this commentary call for a collaboration between two groups of researchers, school leadership experts and researchers focused on educator turnover, in order to more effectively address teacher and principal turnover.

Integration as Perpetuation: Learning from Race Evasive Approaches to ESL Program Reform

This study explores two schools’ responses to Latinx emergent bilingual (EB) population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices.

Cherishing and the Good Life of Learning: Ethics, Education, and Upbringing

Cherishing and the Good Life of Learning: Ethics, Education, and Upbringing

Navigating the Volatility of Higher Education: Anthropological and Policy Perspectives

Navigating the Volatility of Higher Education: Anthropological and Policy Perspectives

Constructivism and the New Social Studies: A Collection of Classic Inquiry Lessons

Constructivism and the New Social Studies: A Collection of Classic Inquiry Lessons

Power, Equity, and (Re)Design

Power, Equity, and (Re)Design

Pathways to Personalization: A Framework for School Change

Pathways to Personalization: A Framework for School Change

High School Completion in Context: Student- and School-level Factors Related to On-Time Graduation

This study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters, or students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader.

Following the Leader: The Evolving Network of Charter School Giving

The authors of this study use a recursive analysis of network and institutional evolution to account for the evolving structure of the philanthropic giving to charter schools among 809 foundations and 337 grant recipients in California between the years 2003 and 2014.

Difficult Decisions: Commuting for the Academic Career

This article focuses on the experiences of academic commuting couples, or those who live apart for job-related reasons. Using self-determination theory as a theoretical guide, the author explores why some participants thrive more than others under such an arrangement.

U.S. Underperformance in an International Context

This study examines the validity of common assumptions regarding the underperformance of poor students in the United States by comparing U.S. students to similarly situated students in similarly wealthy countries.

“Good Teaching” and “Good Teachers” for Whom?: Critically Troubling Standardized and Corporatized Notions of Quality in Teacher Education

This article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification.

Diving Into the Pool: An Analysis of Texas Community College Students’ Transfer Institution Choice Sets

This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.

TCR Yearbooks: Call for Proposals

The editors of the Teachers College Record announce a call for proposals for yearbooks to appear in 2021 and beyond.

TCR Yearbooks: Call for Proposals

The editors of the Teachers College Record announce a call for proposals for yearbooks to appear in 2021 and beyond.

Advancing Women in Academic STEM Fields Through Dual Career Policies and Practices

Mapping the Field of Adult and Continuing Education: An International Compendium

Leadership in Higher Education from a Transrelational Perspective

Showing Up: Disparities in Chronic Absenteeism Between Students With and Without Disabilities in Traditional Public Schools

This article examines whether students with disabilities (in traditional public schools) have different absence patterns based on being in classrooms with greater or fewer students without disabilities. Relying on longitudinal data from New York City’s public-school system, the findings indicate that students with disabilities have lower absences when in rooms with mostly students without disabilities, and this is particularly so for students with emotional disabilities.