Teachers College Record (TCR) has nurtured scholarly voice through an esteemed editorial board, thematic special issues, and support for emerging scholars. The author’s personal journal illustrates this nurturing process, from a formative co-authored TCR article with mentor Lyn Corno, to becoming a TCR reviewer, learning constructive feedback, and developing independent lines of inquiry. TCR’s enduring legacy is exemplified by its unwavering commitment to nurturing scholarly voice across diverse perspectives, establishing itself as a cornerstone in the continual evolution of education scholarship.
DuJ.ZhouM.XuJ.LeiS. S. (2016). African American female students in online collaborative learning activities: The role of identity, emotion, and peer support. Computers in Human Behavior, 63, 948−958. https://doi.org/10.1016/j.chb.2016.06.021
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RandiJ. (2023). Sharing the Voices of Scholars. Teachers College Record, 125(11–12).
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SoltisJ. F. (1987). Reforming teacher education. Teachers College Record, 88(3), 311–313.
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XuJ. (2022). A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives. Computers & Education, 177, Article 104367. https://doi.org/10.1016/j.compedu.2021.104367
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XuJ.CoatsL.DavidsonM. L. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124–154. https://doi.org/10.3102/0002831211426200
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XuJ.CornoL. (1998). Case studies of families doing third grade homework. Teachers College Record, 100(2), 402–436.
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XuJ.CornoL. (2022). Extending a model of homework: A multilevel analysis with Chinese middle school students. Metacognition and Learning, 17(2), 531−563. https://doi.org/10.1007/s11409-022-09296-w
