by Gregory C. Wolniak & Panagiotis (Panos) Rekoutis
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access. The data analyzed was from a 2012 survey of enrolled college students who were recipients of a scholarship based on the severe adversity they had experienced prior to college and evidence of resilience.
by Andrea J. Bingham
Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.
Education researchers Felicia Castro-Villarreal and Sharon L. Nichols discuss their article, Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice. Watch and discuss this episode of The Voice on Vialogues.
by Jeff Frank
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 Gary Natriello
This issue of the Teachers College Record Yearbook focuses on conceptualizations of engagement, the processes of engagement, portraits of engaging learning environments, and whole-school approaches to education.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.