Abby M. O'Neill Gives $11 Million to Teachers College for Scholarship SupportA gift that reflects a passion for supporting aspiring New York City teachers. Read more...
Honoring a Legacy for Generations to ComeThe fifth annual iteration of the College’s signature homecoming event – themed “Celebrating a Tradition for Tomorrow” in recognition of TC’s 125th anniversary – was designed to “reflect our goal to honor and advance the TC legacy for generations to come” Read more...
More Words Up next in TC's "Mini Moments with Big Thinkers" series are international education scholar Gita Steiner-Khamsi; early childhood education expert Celia Genishi; school equity and finance authority Michael Rebell; Nahas Angula (Ed.M., 1979; M.A., 1978), former Prime Minister of Namibia; and psychologist Derald Wing Sue.
from the Wise
A Banner Year ContinuesFirst it was the bus shelters, now it's the streets. The first in an ongoing series of banners celebrating the College's academic strengths and alumni have gone up along Broadway, between 110th and 114th Sts. and again between 118th and 120th Sts. and on 120th between Broadway and Amsterdam Ave. Read more...
TC Media Center
At Teachers College's Convocation for doctoral degree recipients yesterday at the Cathedral of St. John the Divine, TC Medal recipient Lee Sing Kong addressed the need to move education into the 21st century through the use of technology and a better understanding of how people learn.
Teachers College held two Convocation ceremonies for its 2013 master's degree recipients Tuesday at the Cathedral of St. John the Divine in Manhattan.
The dysphagia therapy and research of Professor Georgia Malandraki, and the progress of patient Joseph Forrester, is highlighted in a Fox Health News story.
Wealthy, Suburban Children Experience Substance Abuse, Depression and Anxiety at a Higher Rate than Inner-City Kids.
Research by Suniya Luthar, Professor of Psychology and Education, finds that the ever-escalating pressure on children to succeed has fostered an "at-risk" group afraid of falling behind.
The 2013 Teachers College TESOL summer certificate program is drawing many applicants like Joy, a successful book designer who, when she volunteered at a local literacy center, had no idea that she was taking the first step into a new career.
Ferri asserts that contemporary disability life writing can unravel the myth of normalcy that undergirds many of the exclusionary practices in education. Autobiography requires a particular set of critical reading practices to fully illuminate myriad ways these texts can serve as important and politically grounded counternarratives to the dominant discourse.
Having brought together scholars to consider inclusive education within both their own and others' disciplines, research perspectives, and agendas, the authors reflect on what these contributions say—individually and collectively—about inclusive education. Furthermore, they critically consider what all of this says to and means for educational scholarship, schooling, and society at large. In this final piece to the special issue, the authors foreground ways that interdisciplinary conversations among critical scholars can serve as powerful arenas in which to forge alliance-building across disciplines.
TFA has become entrenched as a powerful force in education, shaping classrooms through its teachers and influencing, to some degree, how our society thinks about teachers as levers to address educational injustice. This commentary focuses on one of the means by which TFA influences society's conceptualization of teaching- the message that TFA broadcasts via its official statements on its organization's web site. While TFA's website is comprehensive, and the totality of text is lengthy, this paper limits its discussion to the mission, vision, and core values statements as content for review. The purpose is to uncover the implicit, and sometimes explicit, model that TFA puts forth as descriptive of how teachers work to address the inequity and inequality in education. To fulfill this purpose, the discussion is developed in the following order: the limitations and affordances of reviewing organizations' official statements are considered; the TFA framework is summarized in order to uncover its model of teaching as a lever to address inequity and inequality; TFA's framework and model are critiqued using selected perspectives from the literature; and, a few conclusions and implications are put forth.
The editors of the Teachers College Record are pleased to announce the NSSE Yearbooks for 2013.
For 110 years, Teachers College Press has addressed the ideas that matter most to educators, opening and expanding the dialogue between theory and practice.
Pasi Sahlberg's "Finnish Lessons: What Can the World Learn from Educational Change in Finland?" won the 2013 Grawemeyer Award in Education, following up on Linda Darling-Hammond's 2012 win for "The Flat World in Education: How America's Commitment to Equity Will Determine Our Future".
Author booksigning times are live at www.tcpress.com/authors_events.html. Follow us on Twitter to get up-to-date information about booksignings, discounts, and more: @tcpress #AERA2013.
TCP author Anita Pandey speaks with Amy Kiley of WUWM Milwaukee Public Radio's show, Lake Effect, about her book Language Building Blocks.
Susan B. Neuman and Donna C. Celano's "Giving Our Children a Fighting Chance" gains an Honorable Mention in the Education category.
An exploration of Schmidt and McKnight's "Inequality for All: The Challenge of Unequal Opportunity in American Schools" featured as lead story in American Educator's Spring 2013 Issue.
Pasi Sahlberg's "Finnish Lessons" was featured in the International Review of Education (pdf available for download).
Three TCP books finaled in the education category: Giving Our Children a Fighting Chance by Neuman and Celano, Professional Capital by Andy Hargreaves and Michael Fullan, and We Don't Need Another Hero by Greg Michie.
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