You are here

Teachers College Record

Teachers College Record

The Voice of Scholarship in Education
Published by SAGE Publishing in Association with Teachers College, Columbia University

eISSN: 14679620 | ISSN: 01614681 | Current volume: 125 | Current issue: 6 Frequency: Monthly
The Teachers College Record is a journal of research, analysis, and commentary in the field of education. It has been published continuously since 1900 by Teachers College, Columbia University.

Teachers College Record welcomes empirical, critical, methodological, and theoretical disciplinary and interdisciplinary scholarship that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.

  • We embrace cutting-edge, critical scholarship addressing equity and justice through institutional, discursive, and systemic analyses that engage with theoretical frameworks, such as anti-Black racism, critical race theory, Indigenous knowledges, immigration and refugee studies, queer of color critiques, critical race feminisms, and critical disability studies.
  • We invite research from international scholars who illuminate productive counterpoints to the mainstream U.S. experience and provide new ways of thinking, seeing, and being in conversation with each other about the past, present, and future.
  • We acknowledge the need for community-engaged scholarship that involves collaborations between and among researchers and community members in mutually beneficial partnerships (e.g., research–practice partnerships).

Overall, we are creating dynamic, new opportunities through each of our content platforms to engage a wide range of community constituents and stakeholders interested in addressing the complex, broad educational issues facing our societies across the globe.

Executive Editor
Nancy Lesko Teachers College, Columbia University, USA
Associate Editors
Megan Laverty Teachers College, Columbia University, USA
Patricia Martínez-Álvarez Teachers College, Columbia University, USA
Sandra Okita Teachers College, Columbia University, USA
Carolyn Riehl Teachers College, Columbia University, USA
Senior Director
George Nantwi Teachers College, Columbia University, USA
Digital Publishing Associate
Shrien Alshabasy Teachers College, Columbia University, USA
International Editor
Sibel Akin-Sabuncu Teachers College, Columbia University, USA
Editorial Associates
Jessica Blum-DeStefano Bank Street College of Education, New York, USA
Ching-Fu Lan Teachers College, Columbia University, USA
Editorial Graduate Students
Amanda Earl Teachers College, Columbia University, USA
Ashima Tshering Teachers College, Columbia University, USA
Editorial Advisory Board
Sandra Schamroth Abrams St. John's University, Staten Island, USA
Jennifer Keys Adair University of Texas, Austin, USA
Nina Asher University of Minnesota, Twin Cities, USA
Lesley Bartlett University of Wisconsin, Madison, USA
Janine Bempechat Wheelock College, Boston, USA
Mollie V. Blackburn The Ohio State University, USA
Stacy Boote University of North Florida, Jacksonville, USA
Keffrelyn Brown University of Texas, Austin, USA
Brian Burt University of Wisconsin, Madison, USA
Sylvia Celedón-Pattichis The University of Texas at Austin, USA
Benjamin Chang University of North Carolina Greensboro, USA
Vincent Cho Boston College, Boston, USA
Lyn Corno Teachers College, Columbia University (retired)
Adrienne D. Dixson University of Kentucky
Beth A. Ferri Syracuse University, Syracuse, USA
Richard Fossey University of Louisiana, Lafayette, USA
Jeff Frank St. Lawrence University, Canton, USA
Marybeth Gasman Rutgers University, New Brunswick, USA
Billie Gastic New York University, New York, USA
Yvonne Goddard The Ohio State University, Columbus, USA
Michael Gottfried University of Pennsylvania, Philadelphia, USA
Carl A. Grant University of Wisconsin, Madison, USA
Pamela Grossman University of Pennsylvania, Philadelphia, USA
Floyd Hammack New York University, New York, USA
Tang Tang Heng National Institute of Education, Singapore
Emily Hodge Montclair State University, Montclair, USA
Louise Jennings Colorado State University, Fort Collins, USA
Susan Moore Johnson Harvard University, Cambridge, USA
Michelle Knight-Manuel University of Denver, USA
Lisa W. Loutzenheiser University of British Columbia, Vancouver, Canada
Ellen B. Mandinach WestEd, San Francisco, USA
Danny Bernard Martin University of Illinois, Chicago, USA
Sharon Louise Nichols The University of Texas at San Antonio, USA
William Penuel University of Colorado, Boulder, USA
Andrew C. Porter University of Pennsylvania, Philadelphia, USA
Judi Randi University of New Haven, USA
Rachel D. Roegman University of Illinois at Urbana–Champaign, USA
John Rury University of Kansas, Lawrence, USA
Cinthia Salinas University of Texas, Austin, USA
Richard Sawyer Washington State University, Vancouver, USA
Barbara Schneider Michigan State University, East Lansing, USA
Paul A. Schutz University of Arizona, Tucson, USA
Thomas M. Smith University of California, Riverside, USA
Yao-Ting Sung National Taiwan Normal University, Taiwan
Paul Theobald University of Southern Indiana, Evansville, USA
Gregory C. Wolniak University of Georgia, Athens, USA
Jianzhong Xu Mississippi State University, Starkville, USA
Stuart S. Yeh University of Minnesota, Minneapolis, USA
  • ERIC (Education Resources Information Center)
  • Google Scholar
  • Scopus
  • Social Sciences Citation Index (Web of Science)
  • Teachers College Record publishes a variety of scholarly materials in all areas of the fields of education and educational research. The editors may invite contributions from particular authors and about particular topics, but most material appearing in the journal is submitted for anonymous peer review by scholars from around the world. All topics related to the field of education broadly conceived are welcomed. It is the policy of the Teachers College Record only to review materials that are not being considered simultaneously elsewhere.


    Feature articles are typically full-length papers that are expected to be not more than 42 pages (approximately 10,500 words) in length, including all backmatter (references, tables, and figures), and submitted in one file. Both empirical and theoretical papers are considered, but papers that combine well developed theoretical frameworks with careful empirical work are particularly appreciated. Feature articles may contain research, analysis, and commentary. The editor invites submissions utilizing all methods of inquiry, and all topics related to the field of education, broadly conceived, are welcome. Feature articles are considered for both online and print publication. Online features can take advantage of the variety of media made possible through electronic publishing, including the use of audio, video, complex or dynamic graphic displays, interactive sessions, performances, and other means to improve the communication of scholarly work. Features may be presented as a single article or in serial form.


    Dialogue, discourse, and debate are essential to a vibrant and engaged educational community in an interconnected, global society. We welcome commentaries from scholars, practitioners, policy makers, community-based organization members, K-12 teachers, administrators, and other stakeholders who share in our commitment to education for the public good. Commentaries are original essays that address topics, issues, or events that are relevant to the field of education. We encourage diverse perspectives and questions that sustain deliberation, and engage multiple audiences and stakeholders to address educational and societal inequities. The commentaries are generative and lead to conversations across multiple communities to have a broad impact in the field and beyond. Commentaries are reviewed internally by the Teachers College Record Editorial staff and published on our website soon after acceptance and copyediting. Submissions typically run between 1000 and 1500 words.


    Research Notes focus on key aspects of current studies for timely online publication. Research Notes run 2000 to 3000 words. A Research Note describes some aspect of a method used in a study that might benefit other research, and so should be more widely known. Other types of Research Notes highlight key results of major studies of interest to a large audience or offer empirical analyses of timely topics in education.


    Book reviews are published exclusively online every week. All reviews are invited by the editors.  TCR does not accept unsolicited reviews, but interested scholars may suggest books for review and volunteer to review books in their areas of expertise on the Book Review page of the TCR website.


    For global submission guidelines, please click here.

    For more information, please refer to the Sage Manuscript Submission Guidelines.

    Individual Subscription, E-access

    Individual Subscription, Combined (Print & E-access)

    Institutional Subscription, E-access

    Institutional Subscription & Backfile Lease, E-access Plus Backfile (All Online Content)

    Institutional Subscription, Print Only

    Institutional Subscription, Combined (Print & E-access)

    Institutional Subscription & Backfile Lease, Combined Plus Backfile (Current Volume Print & All Online Content)

    Institutional Backfile Purchase, E-access (Content through 1998)

    Individual, Single Print Issue

    Institutional, Single Print Issue