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The Role of Minority Serving Institutions in Transforming Teacher Education and Diversifying the Teaching Profession: A Literature Review and Research Agenda

by Alice Ginsberg, Marybeth Gasman & Andrés Castro Samayoa
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.
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Teacher Advice-Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks

by Dan Berebitsky & Christine Andrews-Larson
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
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Book Reviews
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This Is Play

by Julia Luckenbill, Aarti Subramaniam, & Janet Thompson
reviewed by Brenna Hassinger-Das


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Productivity in Higher Education

by Caroline M. Hoxby & Kevin Stange
reviewed by Lynn Miller


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Natural Allies: Hope and Possibility in Teacher-Family Partnerships

by Soo Hong
reviewed by Christine M. McWayne & Jayanthi Mistry


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Addressing Homelessness and Housing Security in Higher Education: Strategies for Educational Leaders

by Ronald E. Hallett, Rashida M. Crutchfield & Jennifer J. Maguire
reviewed by Matthew Moulton


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Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene

by Bob Jickling, Sean Blenkinsop, Nora Timmerman & Michael De Danann Sitka-Sage
reviewed by Scott Morrison

 


Education researcher Paul Cobb discusses his co-authored article, Lessons for Mathematics Education From the Practices of African American Mathematics Teachers. Watch and discuss this episode on Vialogues.

Commentary

IEP Measurable Annual Goals and Benchmark Objectives: Independence as a Synonym for Intrinsic Motivation

by Hope Nye
To support every student’s educational progress, the IDEA provides a framework through a system of measurable annual goals listed within student IEPs. Benchmark objectives following the gradual release of responsibility model of instruction scaffold supports for students to master skills identified within their measurable annual goals. When fading these supports through benchmark objectives, students transition from external to internal motivation when achieving independence with their target skill.


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.
 
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