Journal• ISSN: 0161-4681
Teachers College Record
Teachers College
About: Teachers College Record is an academic journal published by Teachers College. The journal publishes majorly in the area(s): Higher education & Academic achievement. It has an ISSN identifier of 0161-4681. Over the lifetime, 3744 publications have been published receiving 160727 citations. The journal is also known as: The Teachers College Record.
Topics: Higher education, Academic achievement, Teacher education, Educational research, Primary education
Journal Tools
Papers published on a yearly basis
1 / 3
Papers
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
9,191 citations
TL;DR: In this article, the authors map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies.
Abstract: The goal of this chapter goal is to map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies. The chapter focuses primarily on the past 10 years and creates "spatial" markers based on the view of significant features in the literature. Some of these markers are whiteness as property, counternarrative, and interest convergence. Others are newly-represented such as microaggressions, intersectionality, and research methods. From the perspective of far too many students of color in schools, we are STILL not saved. While the chapter outlines several recommendations for CRT scholarship to move forward, perhaps the most important recommendation is to collectively seek to ensure that CRT becomes more than an intellectual movement.
4,443 citations
TL;DR: In this paper, the authors propose a framework for thinking about a curriculum for teacher learning over time and consider the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways.
Abstract: This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?
2,412 citations
TL;DR: A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society as mentioned in this paper, including norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.
Abstract: Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person’s experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support
1,804 citations
Journal Article•
TL;DR: This paper examined formas destacadas de colegialidad and analiza sus perspectivas de alterar las condiciones fundamentales de privacidad in la ensenanza.
Abstract: La ensenanza ha perdurado en gran medida como un conjunto de individuos emprendedores cuya autonomia se basa en normas de privacidad y no interferencia y se sustenta en la organizacion misma del trabajo docente. Este articulo examina formas destacadas de colegialidad y analiza sus perspectivas de alterar las condiciones fundamentales de privacidad en la ensenanza.
1,715 citations
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 64 |
| 2024 | 82 |
| 2023 | 86 |
| 2022 | 108 |
| 2021 | 83 |
| 2020 | 174 |