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Featured Articles

What Guides Pre-K Programs?

by Elizabeth Graue, Sharon Ryan, Bethany Wilinski, Kaitlin Northey & Amato Nocera
In this paper, authors examine public Pre-K policy enactment through a study of New Jersey’s highly regulated Pre-K program and Wisconsin’s locally determined, mid-regulation 4K program.
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Toward a Typology of Technology-Using Teachers in the “New Digital Divide”: A Latent Class Analysis (LCA) of the NCES Fast Response Survey System Teachers’ Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95)

by Kenneth E. Graves & Alex J. Bowers
This study investigates the extent to which there is a typology of teachers who use technology, using a nationally generalizable dataset from the National Center of Education Statistics.
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Book Reviews

Highly Effective Teachers of Vulnerable Students: Practice Transcending Theory

by Mary S. Poplin & Claudia Bermudez
reviewed by Bernadette Musetti & Ammy Rojas


Ethical Decision-Making: Cases in Organization and Leadership

by Patricia A. Mitchell
reviewed by Yinying Wang


Anti-Racist Educational Leadership and Policy

by Sarah Diem & Anjale D. Welton
reviewed by Carolyn M. Shields


Action Research for Classrooms, Schools, and Communities

by Meghan M. Manfra
reviewed by Taylor Norman


Education researcher Jay Plasman discusses his co-authored TC Record article, Is There a Career and Technical Education Coursetaking Pipeline Between High School and College?. Watch and discuss this episode on Vialogues.

Publishing in TCR
To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link "Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.

Envisioning the Future of TCR

by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Adopting User Manuals for Self-Advocacy and Empathetic Learning
by Anthony Clemons
Discovering the norms and preferences of college faculty members is a nebulous task for students who want to know how to effectively communicate and collaborate with them. Without guidance and constant interaction, it can take months or years to learn these characteristics, which can frustrate the efficient application of interpersonal skills. Leaders in several industries have adopted user manuals to communicate individual personality trends, positive/negative characteristics, and projects under way, which serves to reduce the time and friction that team members may otherwise associate with a project. This commentary proposes that college faculty members adopt and maintain a user manual as part of their syllabi and outlines an eight-step example. By communicating their needs and limitations from the outset, faculty members will promote a culture of empathy and self-advocacy and raise student awareness of how radical transparency can foster a positive work environment following college.
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