Recent Articles


Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state
Kaitlin P. Anderson, Gary W. Ritter
There is much discussion in the United States about exclusionary discipline (suspensions and expulsions) in schools. According to a 2014 report from the U.S. Department of Education’s Office for Civil Rights, Black students represent 15% of students, but 44% of students suspended more than once and 36% of expelled students. This analysis uses seven years of individual infraction-level data...

Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance
Maria M. Lewis
Under federal special education law, before a school district may discipline a student with a disability for greater than 10 days, it must first determine whether the student’s actions were a manifestation of his or her disability (IDEA, 2004). This requirement, referred to as manifestation determination review (MDR), aims to ensure that students with disabilities do not experience a...

(De)coloniality in management education: Exploring limits and possibilities
Valério Carvalho Filho, Ana Sílvia Rocha Ipiranga, Alexandre de Almeida Faria
This research considered the context of the University of International Integration of the Afro-Brazilian Lusophony (Unilab) to challenge the subjection of knowledge in general and, specifically, the refoundation of an epistemological pluriversal space in Public Administration. The guiding question of this research was: to what extent the experience of Unilab contributes to the decolonization...

The evaluation of professional education graduates in Mexico: A reflection of the implementation of a policy of competitiveness in higher education
José Alfonso Jiménez Moreno
The purpose of this paper is to describe the academic-political use of the evaluation of school exit for undergraduate in Mexico. Through a documentary review of Mexican higher education's emphasis on competitiveness and accountability, as well as through the analysis of the regulations of several Mexican universities, the political context in which this evaluation was generated and the...

Educational equity and opportunity to learn: Access to teachers in Brazil
Lara Elena Ramos Simielli
The goal of this article is to evaluate students’ access to qualified teachers (regarding teacher education and experience), from 2001 to 2011 in Brazil. A logistic model was developed, with teacher characteristics as dependent variables and four independent variables: student characteristics (gender, race and socioeconomic status), system characteristics (private or public schools), states...

The emergent construction of unequal populations in Latin American education
Jesús Aguilar Nery
This text explores the emergent construction of “unequal” populations in Latin-America, focusing on three national traditions: Argentina, Brazil and Mexico. It compares who has been named as unequal in educational research and under what categories, and treats this comparison as an indicator for understanding the phenomenon of educational inequalities in the region between 1960 and 1970. It is...

Book acquisition preferences among Rio de Janeiro municipal teachers
Kaizo Iwakami Beltrao, Milena Piraccini Duchiade
Teacher quality is an important factor in education enhancement, and it is strongly related to student achievement. Reading is a good cultural indicator of a population and a tool for one´s self-improvement. International studies concluded that teachers, the would-be role model for students, are seldom avid readers. Recently, many Brazilian state programs have been implemented aiming at...

Teacher work motivation in the era of extrinsic incentives: Performance goals and pro-social commitments in the service of equity
Rick Mintrop, Miguel Ordenes
Mindful of the withering of high-stakes accountability and disappointing data from pay for performance evaluations in the US, we ask why management by extrinsic incentives and organizational goal setting may have been far less powerful than designers of accountability and extrinsic incentive systems had expected. We explore how system-generated motives (e.g., attaining specific organizational...

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