Recent Articles


Neglecting democracy in education policy: A-F school report card accountability systems
Kevin Murray, Kenneth R. Howe
Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt such systems. This paper examines A-F accountability systems with respect to three kinds of validity. First, it examines whether or not these accountability systems are valid as a measure, that is, do...

Evaluation as a mechanism of the regulation of academic work. Case studies at universities in Argentina and Spain
Verónica Soledad Walker
This article focuses on evaluation as a mechanism for regulation within the university field and its impact on academic work. An analysis, based on the literature and data obtained in an investigation that addressed policy evaluation of teaching in Argentina and Spain, reveals that assessment processes propitiate forms of organization of academic work characterized by individualism, strategic...

Social control in the municipal planning of education in Brazil
Donaldo Bello de Souza, Alzira Batalha Alcântara
Throughout the process of redemocratization of Brazil (1980s), social control was synonymous with civil control by the State, aimed at the construction new social projects from an emancipatory, democratic and participative perspective. Starting in the 1990s, the concept became depoliticized from a conservatory and neoliberal perspective, creating channels of instrumental and centralized...

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation
Sherry Ganon-Shilon, Chen Schechter
Principals’ implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals'...

The students’ Occupation and the reinvention of schooling space enabled by interactive technologies
Diego Felipe de Souza Queiroz, Paula Chagas Bortolon, Rita de Cássia Machado da Rocha
For years now, the severe crisis of the Brazilian educational system, from the depreciation of schools and of working conditions to the overall decline in what education means, has given rise to movements of student resistance and struggle that demand the improvement of education. In 2015, a new wave of protests started initially in São Paulo as a reaction to the government’s announcement...

Innovation management framework for higher education institutions: Application in a case study
Diego de Queiroz Machado, Fátima Regina Ney Matos, Augusto Marcos Carvalho de Sena, Ana Silvia Rocha Ipiranga
Some academic works aiming to ease the development of innovation management in higher education teaching institutions have been elaborated since the beginnings of the 21st century. However, this process has been approached at the conceptual level only. Advancing in this context this paper aims to analyze innovation management at a higher education teaching institution, focusing on its...

The performance of scientific research in management in Portugal: Some causes and consequences
Margarida M. Pinheiro
Motivated by literature reviews of quality assurance systems, scientific research, academic recognition and academic activity, the aim of this paper is to identify the causes and consequences of research performance in management that occurs in Portuguese universities. This empirical analysis involved data collection from curricular files compulsorily submitted to the national Agency for...

Universal Algebra I policy, access, and inequality: Findings from a national survey
Janine T. Remillard, John Y. Baker, Michael D. Steele, Nina D. Hoe, Anne Traynor
Many in the US view algebra as a gatekeeper to advanced study of mathematics, and increasing enrollment in algebra courses as a strategy to address unequal access to educational opportunity. As a result, universal enrollment policies, which require all students to complete Algebra I by grade 8 or 9, have garnered attention in school districts or states. Based on a view that school districts are...

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