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Featured Articles

Understanding Navajo K–12 Public School Finance in Arizona Through Tribal Critical Theory

by David G. Martinez, Oscar Jiménez-Castellanos & Victor H. Begay
This study reports on an exploratory longitudinal comparative descriptive analysis (2006–2012) of Arizona's non-Navajo and Navajo K–12 school-district demographics, academic achievement, tax rates, land valuation, and school-district revenue.
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Documenting a Crisis: How Postsecondary Institutions Addressed DACA Students After Trump's Rescission

by Z. W. Taylor & Myra C. Barrera
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.
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Book Reviews

Behind the Diversity Numbers

by W. Carson Byrd
reviewed by Krispin W. Barr & Monica E. Allen


Maximizing the Policy-Relevance of Research for School Improvement

by Angela Urick, David DeMatthews, & Timothy G. Ford
reviewed by Margarita Pivovarova


Education for Democracy 2.0: Changing Frames of Media Literacy

by Michael Hoechsmann
reviewed by Deidre Clary & Mary E. Styslinger


U.S. Power in International Higher Education

by Jenny J. Lee
reviewed by Cheryl D. Ching & Aaron J. Parayno


Education researchers Judith Touré and Dana Thompson Dorsey discuss their co-authored TC Record article. 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.
There Are No Policymakers
by David R. Garcia
In the academic literature, “policy-maker” is an ill-defined word that is often applied to all policy actors, meaning it is effectively misapplied because it does not account for meaningful distinctions between different policy actors. In a policy environment, there are two clearly defined positions - politicians and professional staff and each serve different roles in policymaking. Politicians are public-facing, communicate a general message to a general audience, and must consider electoral implications to stay in office. There is also another important and underappreciated characteristic about politicians that is particularly relevant to those interested in influencing policy through research. Politicians are education research and policy novices - by design - and become generalists, at best. In this commentary, I apply the research on how novices become experts to help academics leverage their strengths as educators to teach novice politicians and engage in policy without becoming “political.”
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