Teachers College Record
The Voice of Scholarship in EducationTeachers 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.
| Nancy Lesko | Teachers College, Columbia University, USA |
| 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 |
| George Nantwi | Teachers College, Columbia University, USA |
| Shrien Alshabasy | Teachers College, Columbia University, USA |
| Sibel Akin-Sabuncu | Teachers College, Columbia University, USA |
| Jessica Blum-DeStefano | Bank Street College of Education, New York, USA |
| Ching-Fu Lan | Teachers College, Columbia University, USA |
| Amanda Earl | Teachers College, Columbia University, USA |
| Ashima Tshering | Teachers College, Columbia University, USA |
| 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 |
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
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.
COMMENTARIES
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
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
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.
GLOBAL SUBMISSION GUIDELINES
For global submission guidelines, please click here.
For more information, please refer to the Sage Manuscript Submission Guidelines.