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Featured Articles

What If Only What Can Be Counted Will Count? A Critical Examination of Making Educational Practice “Scientific”

by Jennifer C. Ng, Donald D. Stull & Rebecca S. Martinez
In recent decades, federal policymakers have pushed for education to be a more “scientific” endeavor. Through an ethnographic study of one school district’s implementation of multi-tier system of supports, the authors examine the applied logic of this comprehensive reform initiative and its impact in practice.
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Mass School Closures and the Politics of Race, Value, and Disposability in Philadelphia

by Julia A. McWilliams & Erika M. Kitzmiller
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.
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Book Reviews

Restorative Literacies: Creating a Community of Care in Schools

by Deborah L. Wolter
reviewed by Kristen Pennycuff Trent


Powerful Ideas of Science and How to Teach Them

by Jasper Green
reviewed by Xavier Fazio


Leadership, Leaders, and Leading

by Ronald R. Sims
reviewed by Jill Cabrera


Developing Culturally and Historically Sensitive Teacher Education: Global Lessons from a Literacy Education Program

by Yolanda Gayol Ramírez, Patricia Rosas Chávez, & Peter Smagorinsky
reviewed by Daniel E. Hernandez


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.
Research Note
The Role of Intellectual Humility in Dissertation Completion
by Dia Sekayi, Roni Ellington, Benjamin Welsh & Kmt G. Shockley
This study examines the narrated perceptions of doctoral students regarding their development as scholars and the impact of that development on the dissertation process. The purpose of this study was to substantiate and add nuance to the Scholar Transformation Theory with empirical data using the following research questions: how do advanced doctoral students narrate their view of themselves in terms of the phases of the Scholar Transformation Theory continuum and where do advanced doctoral students place the locus of control regarding the writing of the dissertation? Individual interview data were collected in 2020 from a sample of doctoral students who completed a Summer Dissertation Intensive. Interviews were conducted with nine individuals who gave informed consent and subsequently scheduled an interview. Hybrid thematic analysis was used to handle the data. The findings suggest alignment between participant self-placement on the Scholar Transformation Theory continuum and locus of control language used in the interview as a precursor to successful movement through the dissertation process. The concept of intellectual humility and its less productive counterpart, intellectual overconfidence/arrogance, captured the implications of the alignment or misalignment between self-placement on the continuum and locus of control language; the former facilitating success and the latter, stagnation.
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