Recent Articles


School Processes and Internal Efficiency: What is the Relationship with the Academic Achievement in Mexican Vocational Schools?
Ademir Alfredo Ramirez-Zambrano, Francisco Justiniano Velasco-Arellanes, José Ángel Vera-Noriega
The countries OECD members, including Mexico, have been considering important, for global economic development, the assessing of educational systems. In this regard, academic achievement has been considered an indicator of good education policies. In the present study we carry out an analysis of SIGEEMS databases to identify the relationship between School achievement and Processes Internal...

School Objects? When New Characters Enter the Scene
Vera Lucia Gaspar da Silva, Lucia de Graca Cruz Dominues Amante
In this article we reflect on the technologies challenges on teaching practice. Technologies are here understood as material components of pedagogical practice. Our purpose is to articulate a reflection that historically places the entrance of different objects into the educative scene, and resume some educational elements about their relations with different classical theoretical conceptions...

“Making the Difficult Choice”: Understanding Georgia’s Test-Based Grade Retention Policy in Reading
Andrew Prescott Huddleston
The author uses Bourdieu’s concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia’s test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth graders, their parents, teachers, and...

Social Index of Educational Effectiveness: A New Approach from the Perspective of Promoting Equity
Ulisses Azevedo Leitão
In this article, I propose an index, called the Social Index of Educational Effectiveness (SIEE), which allows the establishment of an objective criterion to define the school’s profile concerning the promotion of educational equity. It makes it possible to differentiate schools with an “inclusionary profile,” (SIEE>0), from those with an “exclusionary profile,” (SIEE<0), depending on...

The Worst of Both Worlds: How U.S. and U.K. Models are Influencing Australian Education
Stephen Dinham
This commentary explores the so-called global ‘crisis’ in education and the corresponding pressures and moves to ‘reform’ education, and in particular, public education. The myths underpinning and driving these developments are examined. Supposed problems with (public) education and proposed solutions are explored. The solutions include government, institutional and corporate support for...

Making All Children Count: Teach For All and the Universalizing Appeal of Data
Daniel Friedrich, Mia Walter, Erica Colmenares
In this paper, we argue that in order to bind Teach For All’s universal/izing statement of problems and solutions to the specificities and the special conditions of member programs’ local contexts, what is needed is a shared set of discursive practices, a way of bringing together the commonalities found in each country while separating the noise of particular politics and histories. That...

Teach For America and Teach For All: Creating an Intermediary Organization Network for Global Education Reform
Priya Goel La Londe, T Jameson Brewer, Christopher A Lubienski
Locally and globally among policymakers and edupreneurs, what constitutes “good teaching and learning” is highly contested, and prototypes that seem to embody “what works” are highly valued. In the United States, many accept Teach For America (TFA) as an exemplar of “what works.” As its U.S. operations continue to grow, TFA has recalibrated and expanded into Teach for All, an international...

Teach For All: Storytelling “Shared Solutions” and Scaling Global Reform
Chloe Ahmann
Teach For All is a global network of state-based organizations that translate Teach For America’s market model of school reform into moral projects of nation-building abroad. Referring to this challenge as one of “scaling” the organization, its leaders elaborate a theory of change that hinges on replicability: in order to effect a global education revolution, Teach For All must reproduce...

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