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 Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result…
Teachers College Record The Voice of Scholarship in Education Template
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About the Teachers College Record The Voice of Scholarship in Education format
Teachers College Record The Voice of Scholarship in Education is a peer-reviewed journal published by SAGE, covering Teacher Education and Leadership Studies, Education Systems and Policy, Human auditory perception and evaluation.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Teachers College Record The Voice of Scholarship in Education, 12(3), pp. 45–58.
Formats any DOI in Teachers College Record The Voice of Scholarship in Education style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Education Systems and Policy Human auditory perception and evaluation Earthquake and Disaster Impact Studies School Choice and Performance |
| ISSN | 0161-4681 |
| Citation impact (2-yr) | 1.51 |
| h-index | 184 |
| i10-index | 2,805 |
| Total citations | 218,047 |
| Top institutions publishing here | Columbia University |
| Journal website | www.tcrecord.org |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Teachers College Record The Voice of Scholarship in Education per year
Citation impact of Teachers College Record The Voice of Scholarship in Education by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Teachers College Record The Voice of Scholarship in Education
This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions: (1) race continues to be significant in the United…
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 Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result…
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…