Recent Articles


Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel
Lisa Amdur, Irit Mero-Jaffe
The study examined the interrelations between policymakers’ intentions for test-based accountability policy, and school agents’ perceptions and actions with regard to this policy. Mixed-methods were used and encompassed 24 policymakers, 80 school principals, 168 teachers and case studies of four schools. New institutional theory, including the concept of “environmental shift” (Powell & Di...

Politics first: Examining the practices of the multi-district superintendent
Daniella Hall, Erin McHenry-Sorber
Over the past decade, multiple states have implemented a form of regional school district consolidation referred to as multi-district unions. Their organizational structure enables districts to retain individual school boards within regional local education agencies, all of which are overseen by a superintendent and a central board. However, no empirical research has been conducted to date on...

Equity and access in charter schools: Identifying issues and solutions
David T. Marshall
School choice exists in American public schooling, even where official school choice policy is absent. Parents with means can elect to live in neighborhoods zoned for desirable schools, whereas parents without means are locked out of that opportunity. In their ideal, charter schools have the ability to expand access to desirable schools to families who previously had little choice in their...

The impact of school leadership and school environment on teacher job satisfaction in Latin America
Cynthia Martínez-Garrido
The research on Educational Effectiveness has identified teachers' work satisfaction as a key element for the development of effective teaching. However, rather the number of studies analyzing the effect of teachers' job satisfaction on student performance, there is less research available to understand how teacher satisfaction is developed and what it depends on. The objective of this research...

Conceptions about educational quality among teachers in the High School Educational System at the University of Guadalajara
Jon Olaskoaga-Larrauri, Carlos Mendoza-Sepúlveda, Elia Marúm-Espinosa
This article describes the preferences of the teachers working in the No. 9 School at the High School Education System of the University of Guadalajara, with respect to the different ways of defining the quality of education. This research establishes a relationship between teachers’ adherence to the concepts of quality and their attitudes towards some central features of the Reform of High...

Professional insertion of teachers into higher education
Tatiana Pinheiro de Oliveira, Giseli Barreto da Cruz
The article presents the results of a research project developed with 15 new entrant teachers between 2012 and 2015 at the Institute of Education of a public university located in the State of Rio de Janeiro. This project aimed to investigate the process of professional insertion and teaching identity construction, as well as to analyze conceptions of teacher education in higher education. The...

Identities, internship programs and teaching: Discursive analysis of undergraduate student statements from a Federal University of Rio Grande do Sul, Brazil
Sandra Regina de Moura, Dóris Maria Luzzardi Fiss
This article analyzed, from the perspective of six graduates of the Course of Pedagogy (FACED / UFRGS), the effects of the obligatory curricular internship and its role in the formation of teaching identities. This qualitative research carried out in 2014 involved listening to the voices of graduates in the period of compulsory curricular traineeship in a municipal public school system located...

Compulsory education laws or incentives from CCT programs? Explaining the rise in secondary school attendance rate in Argentina
Maria Edo, Mariana Marchionni, Santiago Garganta
Argentina has traditionally stood out in terms of educational outcomes among its Latin American counterparts. Schooling of older children, however, still shows room for improvement especially among the more vulnerable. Fortunately, during the last years a sizeable improvement in attendance rates for children aged 15 through 17 took place. This could be related to the 2006 National Education...

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