Call for special issue submissions in English, Portuguese, and Spanish on school governance and organization in local, regional, and national contexts. Abstracts due September 1, 2023.
Read more about CFP: Transforming School SystemsDuring the month of July, EPAA/AAPE will not be accepting new submissions. Authors with manuscripts in review or reviewers and editors with assignments will still be able to access their dashboards.
Read more about Reminder: Submissions Portal Closed July 1 - July 31Call for special issue articles in English, Portuguese, and Spanish on teachers’ subjectivities in Latin America. Full article submissions due on June 1, 2022.
Read more about CFP: Teacher Subjectivities in Latin AmericaAnnouncing a call for papers in Portuguese and Spanish for a special issue focused on the education of youth and adults, literacy and decoloniality. Extended abstracts in Spanish or Portuguese formerly due March 15, 2022 are now due on March 31, 2022.
Read more about CFP: Educação de Pessoas Jovens e Adultas, Letramentos e DecolonialidadeSpecial Topic: Educational Policies and Equity
Guest Editors: Carmen Rodríguez-Martínez (University of Malaga, Spain), Javier Marrero-Acosta (University of La Laguna, Spain) and Diego Martín-Alonso, University of Malaga (Spain)
Abstracts deadline (800 words, English or Spanish): May 15, 2021
Read more about CFP: Educational Policies and EquitySpecial Topic: Global Policy Mobilities in Federal Educational Systems
Guest Editors: Jason Beech (Monash University), Laura Engel (George Washington University), Bob Lingard (University of Queensland), and Glenn Savage (University of Western Australia)
Abstract deadline: April 1, 2021
Language: English
Read more about CFP: Global Policy Mobilities in Federal Educational SystemsTema especial: Educação e suas Interfaces com Administração, Contabilidade e Economia: Políticas e Saberes
Editores Convidados: Zara Figueiredo Tripodi (Universidade Federal de Ouro Preto), Ursula Dias Peres (Universidade de São Paulo) e Thiago Alves (Universidade Federal de Goiás)
Idioma para envio de artigos: Português
Submissão de resumo ampliado: 24/01/2021 (PRORROGAÇÃO)
Read more about PRORROGAÇÃO: CFP/Chamada Dossiê: Educação e suas Interfaces com Administração, Contabilidade e EconomiaTópico especial: Educação Superior na América Latina em Tempos de Crise
Editores Convidados: Suzana dos Santos Gomes, suzanasgomes@fae.ufmg.br, Savana Gomes Diniz Melo, sdgmufmg2@gmail.com e Felipe Andres Zurita Garrido, fzuritagarrido@gmail.com
Envio de resumos (1.000 palavras, português ou espanhol): 09 de fevereiro de 2021
Read more about CFP/Chamada Dossiê: Educação Superior na América Latina em Tempos de CriseSpecial Topic: Testing Opt-out Movements: Resistance, Disputes and Transformation
Guest Editors: Javier Campos-Martínez (Universidad de O’Higgins), Alejandra Falabella (Universidad Alberto Hurtado), Jessica Holloway (Deakin University), Diego Santori (King’s College London)
Languages: English, Spanish
Submission (800-word outline) Deadline: Extended to January 15, 2021
Read more about CFP EXTENDED 1/15/2021: Testing Opt-out Movements: Resistance, Disputes and TransformationChamada para editores/as convidados/as para coordenar o dossiê: Educação e suas interfaces com Administração, Contabilidade e Economia: Políticas e Saberes
Submissão de propostas de dossiês: 23-Out-20
Special Topic: Right to Education and Educational Inclusion of LGBT+ Youth in Latin America and the Caribbean
Guest Editors: Jaime Barrientos (Universidad Alberto Hurtado), María Teresa Rojas (Universidad Alberto Hurtado), Ismael Tabilo (SUMMA, Laboratorio de Investigación e Innovación en educación para América Latina y el Caribe) y Canela Bodenhofer (SUMMA, Laboratorio de Investigación e Innovación en educación para América Latina y el Caribe).
Submission of outlines/proposals (1,000 words): 31 October 2020
Abstracts accepted in English, Portuguese, and Spanish.
Read more about CFP EXTENDED 10/31/2020: Right to Education and Educational Inclusion of LGBT+ Youth in Latin America and the CaribbeanTopic: Student Experience in Latin American Higher Education
Guest Editors: María Verónica Santelices (Pontificia Universidad Católica de Chile), Sergio Celis (Universidad de Chile)
Abstracts (500 words maximum) due September 15, 2020
Contributions in Spanish, Portuguese, or English language will be considered.
Read more about CFP: Student Experience in Latin American Higher EducationTopic: Teachers and Educational Policy: Professionalism, Expertise. and Choice in an Age of Populist Politics
Guest editors: Meghan Stacey (University of New South Wales), Jessica Holloway (Deakin University), Jessica Gerrard (University of Melbourne), Anna Hogan (University of Queensland) and Mihajla Gavin (University of Technology Sydney)
Submission of outlines/proposals (1,000 words): 2 October 2020
Submissions accepted in English.
Read more about CFP: Teachers and Educational Policy
Topic: International Migration and the Right to Education: Challenges for Facing Inequalities in Education Systems Policies
Guest editors: Ana Lorena de Oliveira Bruel (UFPR / Brazil), Isabelle Rigoni (INSHEA / France) e Maïtena Armagnague (INSHEA / France)
Extended abstracts in English, Portuguese, and Spanish due July 17, 2020
Read more about CFP: International Migration and the Right to Education: Challenges for Facing Inequalities in Education Systems PoliciesChamada para Editores/as Convidados/as para Coordenar o Dossiê (edição especial) com EPAA / AAPE:
Migrantes, Diáspora e Refúgios: Responsabilidades dos Sistemas Educativos
Favor enviar o formulário preenchido para Andréa Barbosa Gouveia (andrea-gouveia@uol.com.br), Maria Margarida Machado (mmm2404@gmail.com) e Márcia Pletsch (marciadenisepletsch@gmail.com).
Read more about Chamada para Editores/as Convidados/as para Coordenar o DossiêTopic: Digital Society and Higher Education: Impact and Consequences for Policy
Guest Editors: Germán Álvarez-Mendiola, Wietse de Vries, and Hans G. Schuetze
Revised submission deadline: July 15, 2020
English preferred; Spanish and Portuguese also accepted.
Read more about CFP DEADLINE EXTENDED July 15: Digital Society and Higher Education: Impact and Consequences for PolicyTopics: Education Policy Implementation; Educational Equity; Community College
Guest Editors: Eric R. Felix (efelix@sdsu.edu) and H. Kenny Nienhusser (kenny.nienhusser@uconn.edu)
300-500-word abstracts deadline extended: April 3, 2020
Read more about CFP DEADLINE EXTENDED APRIL 3: Policy Implementation as an Instrument to Achieve Educational Equity in the Community College ContextEditores Convidados: Deise Mancebo, Denise Bessa Leda, e Carla Vaz dos Santos Ribeiro
Idiomas para envio de artigos: Português, Espanhol e Inglês
Submissão de artigos: até 10 de julho de 2019 (Prorrogação)
Read more about PRORROGAÇÃO DE PRAZO DOSSIÊ PARA 10 DE JULHO: O Trabalho na Educação Superior
Special Topic: Policies and Practices of Promise in Teacher Evaluation
Guest Editor: Audrey Amrein-Beardsley (Arizona State University)
Abstracts submitted for guest editor review: May 31, 2019
Materials will be accepted in English.
Read more about Call For Papers: Policies and Practices of Promise in Teacher Evaluation
Topic: Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements
Guest Editors: Oren Pizmony-Levy (Teachers College, Columbia University) and Dafna Gan (Kibbutzim College of Education, Technology and the Arts)
Deadline Extended: 400-word abstract submissions due: June 15, 2019
Read more about CFP DEADLINE EXTENDED TO JUNE 15: Learning Assessments for Sustainability? Exploring the Interaction between Two Global MovementsProposta: Educação e Povos Indígenas - Identidades em Construção e Reconstrução
Editores Convidados: Kaizô Iwakami Beltrão e Juliane Sachser Angnes
Submissão de artigos: até 30/05/2019
Read more about CFP/Chamada Dossiê: Educação e Povos Indígenas - Identidades em Construção e ReconstruçãoProposta: Politicas públicas em Educação Especial em tempos de ditadura
Editores Convidados: Katia Regina Moreno Caiado, Maria Edith Romano Siems-Marcondes, Marcia Denise Pletsch
Submissão de artigos: até 28 de fevereiro de 2019
Read more about CFP/Chamada Dossiê: Politicas Públicas em Educação Especial em Tempos de DitaduraTopic: Understanding Policy Networks: Social Network Analysis as a Tool to Visualize and Predict the Politics of Education from the Local to the National Level
Guest Editors: Emily Hodge (Montclair State University), Joshua Childs (University of Texas at Austin), Wayne Au (University of Washington Bothell)
Submission Deadline: February 1, 2019
Read more about Call for Papers: Understanding Policy NetworksSpecial Topic: Standards and Competency Frameworks for School Administrators: Global, Comparative and Critical Perspectives / Estándares y Competencias en Gestión Educativa: Perspectivas Globales, Comparativas y Críticas
Guest Editors: Augusto Riveros (Western University) and Wei Wei (Western University)
Submission of abstracts: September 15, 2018
Read more about Call for Papers: Standards and Competency Frameworks for School Administrators: Global, Comparative and Critical Perspectives
Special Topic: Policies for Management of Compulsory Public Education in Ibero-America: Main Debates and Challenges
Guest Editors: Sebastián Donoso, Joaquín Gairn, and Ângelo Ricardo de Souza
500-word abstracts submissions due: August 16, 2018
Read more about Call for Papers: Policies for Management of Compulsory Public Education in Ibero-America
Special Topic: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through Education
Guest-editors: D. Brent Edwards Jr. & Alexander Means (University of Hawaii)
English submissions only.
Abstracts due by July 15, 2018
Read more about Call for Papers: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through EducationGuest Editors: José Joaquín Brunner, Universidad Diego Portales; Carolina Guzmán-Valenzuela, Universidad de Chile
Submissions accepted in Portuguese, Spanish, and English.
Submissions due: June 15, 2018
Read more about Call for Papers: The Construction of Knowledge in Higher Education Studies: A Southern PerspectiveSpecial Topic: Edtech and the Policies of Human Formation
Guest Editors: Lílian do Valle (UERJ); Daniel Mill (UFSCar); Aldo Victorio Filho (UERJ)
Submissions accepted in Portuguese, Spanish, and English.
Submissions due: April 31, 2018
Read more about Call for Papers: Edtech and the Policies of Human FormationThe year 2017 has been a productive one for EPAA/AAPE, as this year's annual report details below.
Happy holidays, and a special thank you to our Volume 25 (2017) authors, reviewers, guest editors, and volunteers.
Cordially,
Audrey Amrein-Beardsley
EPAA/AAPE Lead Editor
Read more about 2017 Annual ReportSpecial issue proposal: Management and Management Policies in Lusophone Countries. Critical perspectives on the new public management and the post-bureaucracy in education
Guest Editors: Almerindo Janela Afonso - Professor Associado do Departamento de Ciências Sociais da Educação da Universidade do Minho, Portugal; Geovana Mendonça Lunardi Mendes - Professora Associada do Programa de Pós-graduação em Educação, Universidade do Estado de Santa Catarina
Submissions accepted in Portuguese, Spanish, and English.
Read more about Call for Papers: Management and Management Policies in Lusophone CountriesEPAA/AAPE announces a call for written and video commentaries from educators, policymakers, and community members for a special issue about redesigning systems of assessment and accountability for meaningful student learning.
Guest Editors: Soung Bae, Jon Snyder, and Elizabeth Leisy Stosich (Stanford Center for Opportunity Policy in Education)
Read more about Call for Commentaries: Redesigning Assessment and AccountabilityThe year 2016 has been a productive one for EPAA/AAPE, as this year's annual report details below.
Happy holidays, and a special thank you to our Volume 24 (2016) authors, reviewers, guest editors, and volunteers.
Cordially,
Audrey Amrein-Beardsley
EPAA/AAPE Lead Editor
Read more about 2016 Annual ReportEPAA/AAPE announces a call for papers for a special issue exploring the contested terrain of teacher education policy and practice, guest-edited by Olena Aydarova and David Berliner, Arizona State University.
Read more about Call for Papers: Navigating the Contested Terrain of Teacher Education Policy and Practice
EPAA/AAPE convoca a un número especial dirigido a analizar los procesos de reformas a la educación superior iniciados o impulsados por gobiernos en países de América Latina desde la década de 1990, en perspectiva comparada, y en diálogo con la literatura internacional relevante para las preguntas de investigación abordadas en cada artículo.
EPAA/AAPE invites papers that analyze higher education reforms initiated or promoted by governments in Latin America since the 1990s from a comparative perspective and in dialogue with the relevant international literature. Guest editors for this special issue are Andrés Bernasconi Pontificia Universidad Católica de Chile, and Sergio Celis, Universidad de Chile.
Read more about Convocatoria número especial: Reformas a la educación superior: América Latina en contexto internacional comparado/Special Issue on Higher Education in Latin AmericaCall for Papers: Discursive Perspectives on Education Policy Implementation, Adaptation, and Learning,
A particular aim of this special issue is to demonstrate the potential that discourse analytic approaches have for the study of education policy. We invite authors to submit manuscripts examining education policy using both micro-analytic traditions (e.g., conversation analysis, discursive psychology, etc.) and macro-analytic traditions (e.g., poststructural discourse analysis; critical discourse analysis) to discourse analysis. We are particularly interested in analyses that focus on the ways in which policy comes to be known, understood, or interpreted through formal and informal interactions, including: classroom talk, professional conversations, and public conversations among and between policymakers and the media. We welcome submissions that are empirical, theoretical, and methodological in scope, as well as submissions connected to education and/or education-related settings. Further, we encourage scholars from both the United States and international contexts to contribute.
Read more about Call for Papers: Discursive Perspectives on Education Policy Implementation, Adaptation, and LearningDear readers
We want to wish you very happy holidays and send our Special Thanks to our Volume 22 (2o14) Reviewers. Authors and Reviewers
-----------------------------------
Estimad@s lector@s
Les deseamos muy felices fiestas y aprovechamos para agradecer especialmente a nuestr@s autor@s y revisor@s!
---------------------------
Prezad@s leitor@s
Gostaríamos de desejar boas festas a todos. Aproveitamos para e enviar um especial agradecimento aos noss@s pareceristas
Gustavo E. Fischman
Editor
Read more about A Special Thanks to our 260 V22-2014 ReviewersAnnual Summary EPAA/AAPE Volume 22 (2014) Overview of Publishing Activities
Read more about Annual Summary EPAA/AAPE Volume 22 (2014)Las contribuciones más significativas de Stephen J. Ball y sus colaboradores pueden agruparse en tres grandes ejes temáticos. En primer lugar, el análisis de la participación de nuevos actores en la política educativa, tales como las empresas y las organizaciones filantrópicas; lo que implica una redefinición del estado y de la forma en que se gobierna a la educación. Ball nos advierte acerca de la necesidad de repensar categorías binarias tales como público-privado, estatal – no estatal, actividades con y sin fines de lucro, entre otras, al notar que las fronteras entre estos polos están siendo redefinidas permanentemente. El segundo eje que destacamos del trabajo de Ball es el que analiza los ciclos de la política y la “puesta en acto” de las políticas en el nivel micro-institucional. Ball cuestiona el concepto de “implementación” y las visiones lineales acerca de las relaciones entre la “política” y la “práctica”. Por el contrario, propone enfoques conceptuales que contribuyen a abrir la caja negra de las políticas educativas, explorando cómo éstas definen marcos posibles para la acción, pero, al mismo tiempo, dejan márgenes para las interpretaciones y acciones de los individuos que actúan en diferentes contextos. El tercer eje temático que identificamos es el que examina las relaciones entre la clase social y las políticas educativas, prestando especial atención a cómo ciertas políticas – en particular las vinculadas a lógicas de mercado - han contribuido a la consolidación de circuitos educativos desiguales y, de esta manera, han beneficiado a las familias de clase media y perjudicado a las de clase trabajadora.
Consideramos que las preocupaciones teóricas y las preguntas de investigación empírica de Stephen J. Ball contribuyen a visibilizar, mapear e interrogar algunos aspectos que han sido marginalizados en la mayoría de las investigaciones sobre las políticas educativas en América Latina. Las indagaciones de Ball sobre la producción de las políticas educativas y sus efectos en las desigualdades educativas y sociales invitan a caracterizar y problematizar el rol que diversos actores estatales y no estatales tienen en la definición y re-definición de aspectos centrales de los sistemas educativos en América Latina (tales como los contenidos curriculares, los modos legítimos de su transmisión, y la distribución de recursos materiales y humanos, entre otros). Las herramientas teóricas forjadas por Ball contribuyen a examinar estos nuevos fenómenos como expresiones de un proceso más amplio de re-configuración del estado y de sus relaciones con la sociedad civil, el cual se inscribe en un escenario caracterizado por desplazamientos de las relaciones de poder a nivel global y al interior de los sistemas educativos.
Este número especial de AAPE/EPAA se propone publicar trabajos de investigación que se apropien y dialoguen críticamente con el enfoque teórico que Stephen J. Ball ha desarrollado durante las últimas tres décadas, con el objetivo de profundizar nuestra comprensión de las políticas educativas en América Latina.
Aquí, antes que traducciones lineales de una perspectiva elaborada para analizar otros contextos, nos interesa mapear la fertilidad de las preguntas y del marco interpretativo de Ball para comprender el carácter conflictivo, dinámico y multi-situado de las políticas educativas en América Latina.
Acerca de la revista: con más de 20 años de historia, EPAA/AAPE es una revista evaluada por pares, independiente, de acceso abierto y de ámbito internacional, multilingüe e interdisciplinar. Los artículos que publica son indexados en SCImago Journal Rank, SCOPUS, EBSCO Education Research Complete, ERIC, H.W. WILSON & Co, Directory of Open Access Journals, CIRC (Clasificación Integrada de Revistas Científicas, España), DIALNET (España), QUALIS A2 (Brasil) y SOCOLAR (China). Está pensada para investigadores, docentes, profesionales, responsables políticos y analistas preocupados por las políticas educativas. EPAA/AAPE es editada por la Arizona State University y cuenta con la colaboración de la Universidad de San Andrés para su sección sobre Sudamérica en castellano.
Envío de los trabajos: Todos los manuscritos deben ser enviados electrónicamente a través del sitio web de EPAA/AAPE (http://epaa.asu.edu/ojs/) y seguir las pautas de presentación de la revista.
Pueden ser trabajos escritos en castellano, portugués o inglés.
No evaluaremos manuscritos remitidos para su publicación en otra revista o ya publicados.
Fecha límite de recepción de los trabajos: Fecha límite de recepción de los trabajos: 25 de marzo (los
envíos anteriores a este plazo serán bienvenidos)
Fecha de publicación: A partir de julio de 2015
Editores del monográfico: Jason Beech, Universidad de San Andrés – Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) (jbeech@udesa.edu.ar) y Analía Inés Meo, CONICET e Instituto de Investigaciones “Gino Germani” (Universidad de Buenos Aires) (analiameo@conicet.gov.ar).
Read more about Número especial: Stephen J. Ball y la investigación sobre políticas educativas en América LatinaSpecial Topic: Examining Teach For America: Politics, Leadership, Student Achievement, and Race
In 1989, Princeton undergraduate Wendy Kopp established Teach For America. She envisioned a national teacher corps patterned after the Peace Corps that would be comprised of graduates of elite universities. When corps members left the classroom after a two-year commitment, they were expected to become lifelong advocates for public education in whatever profession they chose. More than twenty years later, TFA has placed over 25,000 teachers in more than 35 school districts, and enjoys significant federal, foundation, and corporate funding. Its leaders regard the organization as a critical agent in ameliorating educational inequality, and they imagine that TFA develops leaders who work across multiple professional, political, and educational terrains to reshape schooling for poor children and children of color. It has built an active alumni network, has developed programs to encourage alumni to run for public office, and has established relationships with many graduate programs and professional schools to create pipelines for civic leadership. Thus, although TFA began as an alternative teacher preparation and placement organization, its mission has shifted over the last two decades. Today, TFA maintains that it selects and prepares educational and social policy leaders.
To date, however, the research on TFA has tended to fall into four categories: (1) conceptual debates about the organization’s potential advantages and disadvantages; (2) empirical studies of TFA’s effects on student test-based outcomes; (3) TFA memoirs and journalistic accounts of corps’ members experiences; and (4) a small, but growing set of empirical studies that conceive of corps members as social and political actors. This special issue joins this last body of scholarship, which is attempting to reframeTeach For America as an organization that is situated within a larger political and ideological movement. It will also complement EPAA’s forthcoming special issue on TFA’s international spin-off, Teach For All.
Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring the multiple effects of TFA on educational leadership, policy, racial representation, and student achievement. It seeks to answer: What are the political and ideological roots of TFA’s relationship with schools, communities, and the system of public education? What do we know about TFA’s impacts on the quality of education for marginalized students, such as English Learners and children of color? How does TFA shape its corps members’ understandings about the roots of educational inequality, as well as the subsequent policies or reforms for addressing them?
By answering these questions, this issue contributes to the theory, policy, and practice related to Teach For America. It also expands the discourse on TFA by offering multiple, varied conceptualizations of the organizations “effects” and their long-term implications for educational equity in our nation’s public schools.
About the Journal: Celebrating its 22th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Initial 500-word Abstract Deadline: September 30, 2014
(potential contributors submit abstracts for reactions and feedback)
Submission Deadline: January 15, 2015
Publication date: July 2015
Early submissions are encouraged.
Guest Co-Editors: Tina Trujillo, University of California Berkeley (trujillo@berkeley.edu) and Janelle Scott, University of California Berkeley (jtscott@berkeley.edu)
Read more about Call for Papers: Examining Teach For AmericaEducation Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring Teach for All and Global Teacher Education Reform. The teacher education landscape is changing around the world, as global actors and discourses emerge in ways that are both novel and historically grounded. One such actor is Teach For All, the global organization that aims at redefining what it means to teach and to participate in the educational arena. Teach For All pursues this goal by serving as an umbrella network that provides strategic support to social entrepreneurs throughout the world that seek to adapt and implement the education reform ideals and organizational model of Teach For America. Since Teach For All was founded at the 2007 Clinton Global Initiative, 33 programs have appeared in countries as different as Argentina, Estonia, Germany, Pakistan and China, with varying levels of reach, impact, and integration/conflict with the established stakeholders. The degree of adaptation of the model has also varied extensively in response to differing local needs and policy contexts. This proposed Special Issue of EPAA/AAPE seeks to gain a deeper understanding of the workings of this specific type of teacher education reform by combining multiple theoretical frameworks and methodological approaches, and bringing together analyses of the global network as a whole alongside case studies of a few local programs.
Research on Teach For All and the programs residing under its umbrella is currently extremely scarce, with the exception of analyses of Teach For America, and to a lesser extent, Teach First (UK). However, the rapid expansion of the network, the considerable funding and support it is gathering both from public and private partners, and most importantly, the ways in which it is influencing public debate and policy around issues of teacher recruitment, retention and certification, the role of unions, learning assessment, and school policy demands a concerted effort at producing a critical mass of scholarship that will provide perspective, evidence and conceptual contributions to avoid a narrowing of the conversation. This special issue will be a central contribution towards these efforts, and will hopefully serve as a hub for scholars, policymakers, teachers and other stakeholders seeking to actively participate in the debate from an informed, thoughtful standpoint. Editors will consider both empirical and theoretical pieces, as well as a wide range of methodological approaches, including quantitative, qualitative and mixed methods. Editors will only consider papers written in English.
About the Journal: Celebrating its 22nd year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Deadline: August 31, 2014
Publication date: March 2015
Early submissions are encouraged.
Guest Co-Editors: Daniel Friedrich, Teachers College, Columbia University (friedrich@tc.edu) and Rolf Straubhaar, University of California – Los Angeles (straubhaar@ucla.edu)
Read more about Call for Papers: Teach For All and Global Teacher Education ReformEducation Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring “Models of Open Education in Higher Education.” Through the advent of open educational resources (OER) and open access, the education arena is witnessing the rise of new models to support learning. From Coursera to Codecademy, to local initiatives led by individual instructors—these models are helping to shift the way that higher education institutions approach pedagogy and credentialing, both at the policy and the course levels. For example, several institutions have created new offices and initiatives to encourage faculty to creatively use open content in their courses; some of these institutions are also supporting lifelong learning by enlisting their faculty to lead Massive Open Online Courses, or MOOCs. Other institutions are partnering with open content providers to create adaptable, accredited courses that are better aligned to employers’ expectations for workforce competencies. And instructors are experimenting with new pedagogical approaches offered through open content as a means of meeting their students’ varied learning styles and needs.
These models will likely continue to make inroads into higher education—spurred in part by rising costs of education, decreases in funding, and increased demand from students, parents, and employers for innovative teaching approaches. There is currently, however, limited empirical understanding of the forms that these models can take, and their potential impact on formal education, on policy, on curriculum, and on the practice of pedagogy.
Education Policy Analysis Archives announces a call for papers for a special issue exploring the policy and practice of open education models in higher education. The special issue seeks to answer: What are the ways that OER support current challenges in higher education? How are these new, OER-based models impacting education as we know it—at both a policy and practice level? And finally, how are these new models impacting higher education stakeholders, including instructors their students? In answering these questions, this issue hopes to inform both theory and in practice by opening up dialogue and providing evidence for the ways that these models can support institutional goals, and by offering insights into successful practices that leverage open content toward enhanced student learning. We invite both theoretical and empirical papers for the issue, as well as papers that draw on innovative approaches to addressing this nascent area of research.
About the Journal: Celebrating its 22nd year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Deadline: September 1, 2014
Publication date: March 2015
Early submissions are encouraged.
Guest Co-Editors:
Lisa Petrides, Institute for the Study of Knowledge Management in Education, lisa@iskme.org
Cynthia Jimes, Institute for the Study of Knowledge Management in Education, cynthia@iskme.org
Please also cc renae.keep@gmail.com on all correspondence.
Read more about Call for Papers: Models of Open Education in Higher EducationOverview of Publishing Activities
Readership
Visitors to EPAA/AAPE Website: Top 10 Countries
CountryVisits
% Visits
United States69,859
59.6
Spain3,756
3.2
Canada3,375
2.9
Brazil3,319
2.8
United Kingdom3,071
2.6
Mexico2,679
2.3
Australia2,597
2.2
Philippines2,155
1.8
Argentina1,712
1.5
India1,538
1.3
Publication Process
Submissions received during 2013: 249
Submissions sent for peer review: 141
Submissions rejected by editorial board: 108
Submissions rejected after peer-review : 60
Submissions accepted for publication: 28
Submissions still under review: 53
Acceptance rate 11%
Time to Publication
Rankings, Indexing, and Progress
Announcements for 2014
On behalf of EPAA/AAPE, we wish you a very happy holiday season and a prosperous New Year!
A Special Thanks to Our Volume 21 (2013) Reviewers
Kamal Abouchedid
Lisa Abrams
Debra Ackerman
Emily Ackman
Karen Adams
Stephanie Adams
Cliff Adelman
Cecilia Adrogue
Alexandre Aguia
Zenaida Aguirre-Munoz
June Ahn
Motoko Akiba
Nicola Alexander
Juan Alperin
Marcia Alvarenga
Marisa Alvarez
Sylvanus Amkaya-Nacheri
Audrey Amrein-Beardsley
Leanna Archambault
Emily Arcia
Alfredo Artiles
Angela Arzubiaga
Paul Attewell
David Berliner
Bianca Bernstein
Ilene Berson
Eric Bettinger
Gina Biancarosa
Lucidio Bianchetti
Robert Bifulco
Lauren Bivona
Alex Bowers
Debra Bragg
Henry Braun
Ana Brenner
Casey Brown
Kim Brown
Heath Brown
Carolyn Brown
Iria Brzezinski
Jack Buckley
Rosa Bueno Fischer
Maria Isabel Bujes
Dana Burde
Antonio Burgos Garcia
Daniel Burke
Ray Buss
Angela Byars-Winston
Rebeca Caballero
Veronica Cabezas
Marie Cameron
Brett Campbell
Javier Campos
Maria Campos
Suresh Canagarajah
Alejandro Canales
Marisa Cannata
Brendan Cantwell
Gerson Carmo
Carmen Carnerero Montenegro
Paulo Carrano
Marilia Carvalho
Adriana Carvalho Lopes
Matthew Chingos
Sung-Woo Cho
Daniel Choi
Chuing Chou
Carol Christensen
Daryl Chubin
Jesus Cisneros
Jose Cisneros
Patrick Clancy
Susana Claro
Jon Clausen
Sue Clery
Casey Cobb
Martha Cocchiarella
Valdete Coco
Carina Coelho
Clarin Collins
Amanda Cooper
Eileen Coppola
Rildo Cosson
Marisa Costa
Xavier Costa
Gabriela Cruder
Anne Cullen
Maria Isabel Cunha
Dasy Cunha
Ashlee Cunsolo Willox
Mary Curry
Michael Curtis
Inge Danielsen
Danielle Dennis
Chad Dentremont
Victor Diaz
Sarah Diem
Camila do Valle F. de Miranda
Thurston Domina
Tara Donahue
Haiying Dong
Neil Dorans
Sherman Dorn
Emily Duvall
Donald Easton-Brooks
Pamela Eddy
Jacqueline Edmondson
D. Brent Edwards Jr.
Tamela Eitle
Jennifer Engle
Kerry Englert
Oscar Espinoza
Kris Ewing
Osmar FÁvero
Nalu Farenzena
Karen Febey
Jason Feld
RaimundoFernández
José Fernández
Maria Clara Fischer
Rosa Fischer
Samara Foster
Teresa Foulger
Doug Fuchs
Marco Fuentes
Gerald Galway
Amy Gaumer Erickson
Sean Geary
Sara Goldrick-Rab
Harvey Goldstein
Rebecca Goldstein
Andrea Golloher
Alfredo Gomes
Laura Gomez
Rosa Elsa GonzÁlez Ramirez Leslie
Gonzales Cecilia
Goulart Andrea Gouveia
Cassandra Guarino Edmund Hamann
Amani Hamdan
Mery Hamui
Michael Harris
Douglas Harris
Juliet Hart
Tiffany Harvey
Careli Herrera
Jennifer Holme
Hee Kyung Hong
Caroline Hoxby
Russanne Hozayin
Allison Hurst
Hokyu Hwang
Alvaro Hypolito
Jennifer Imazeki
Francesc Imbernón Muñoz
Catalina Inclan
Timothy Ireland
Oscar Jimenez-Castellanos
Eugene Judson
Thomas Kane
Gibbs Kanyongo
Zorka Karanxha
Michael Kirst
Lisa Kirtman
Robert Knoeppel
Michal Kurlaender
Andrà LÁzaro
Frankie Laanan
Brian Lagotte
Arturo Lahera SÁnchez
Robert Lake
Estela Larraguivel
Stephen Lawton
Yengny Laya
Mariana Leal
Cecilia Leal-Covey
John Lee
Moosung Lee
Jaekyung Lee
Denise Leite
Karen Levesque
Benjamin Levin
Daniel Levy
Stacey Long-Genovese
Alice Lopes
Francesca Lopez
Samuel Lucas
Antonio Luevano
Alberto Luis Gomez
Allan Luke
Márcia Lunardi-Lazzarin
David Lustick
Antonio Luzan
Reitu Mabokela
Martha MacIver
Elizabeth Macedo
Maria Machado
Robert Macmillan
Jeffrey Maiden
Jefferson Mainardes
Susan Maller
Paul Manna
Gregory Marchant
Lou Mariano
Patricia Marin
Jaume Martínez Bonafé
Pablo Martínez Riquelme
María Jesús Martínez Usarralde
Wendy Martin
Maria Martinez-Cosio
Mirian Martins
Sarup Mather
William Mathis
Jennifer McCombs
Tristan McCowan
Patrick McGuinn
Lee McIlroy
Ezella McPherson
Patrick McQuillan
Jay Meeks
Débora Mello
Pilar Mendoza
Deanna Michael
Roslyn Mickelson
Abby Miller
Maria Angélica
Minhoto
Rick Mintrop
Yongmei Ni
Sharon Nichols
Ann Nielsen
Peter Ninnes
Silvia Nogueron-Liu
Pedro Nuñez
Leila Nunes
Colleen O’Brien
Matthew Ohlson
Jane Paiva
Sarah Polasky
Amanda Potterton
Susan Printy
José Luis Ramírez
Marise Ramos
Lilian Ramos
Paula Razquin
Anabelle Reta
Carols Riadigos
Rita Ribes
Ginette Roberge
Sarah Robert
Emily Robertson
Melissa Roderick
José Rodriguez
Juan Rodríguez
M. Felicity Rogers-Chapman
Sam Rohr
Anthony Rolle
Claudia Romero
Russell Rumberger
Damián Sánchez
Françcoise Salager-Meyer
Jose Salazar Zegers
Terry Salem
Sandra Sales
Kenneth Saltman
Armando Santuario
Colin Savage
Marika Savukoski
Sonia Schneider
Daniel Schugurensky
Suzana Schwertner
Jennifer Shea
Paulo Vinicius Silva
Michael Silver
Luciene Simões
Pep Simo
Russell Skiba
Michael Skolnik
John Slate
Finbarr Sloane
Donaldo Souza
Ivone Souza
Ãngelo Souza
Donaldo Souza
Eleanor Spindler
Jorge Stack
Amy Stambach
Monica Stigler
Rolf Straubhaar
James Stronge
Lisa Stulberg
Amy Subert
Gail Sunderman
Johnny Sung
JonathanSupovitz
Dennis Swender
Manuel Tavares
Daiane Tavares
Catherine Taylor
Cathryn Teasley
Amy Topper
Tina Trujillo
Mun Tsang
Marika Tsolakis
Shivali Tukdeo
Alia Tyner-Mullings
Angeles Valle Flores
Jacques van der Meer
Joke Vandenabeele
Charles Vanover
Miriam Vargas
Julian Vasquez Heilig
Soledad Vazquez
Robert Verhine
Marcos Villela Pereira
Geruza Volpe
Claudia Vovio
Cally Waite
Federico Waitoller
Florian Waldow
CÁtia Walter
Kevin Welner
Jacob Werblow
FlÁvia Werle
Keith Wetzel
David Whale
Ed Wiley
Mia Williams
Pia Wong
Sissy Wong
Kenneth Wong
Rebecca Zwick
Read more about Annual Report volume 21 (2013)/a special thanks to our volume 21 (2013) reviewers!Dear Readers,
The deadlines for EPAA/AAPE’s special call for papers are fast approaching. Please keep these dates in mind in order for your submissions to be considered.
Research papers exploring the role of community colleges in the 21st century and how community colleges balance their multiple and possibly conflicting missions are encouraged.
Deadline: Wednesday, August 1, 2012
Expected Publication Date: January 2013
Guest Co-Editors: Dr. Jeanne M. Powers (jeanne.powers@asu.edu) and Amelia M. Topper (amy.topper@asu.edu)
Research papers exploring teacher preparation in an era of pacing guidelines, benchmark tests, scripted curricula, and program improvement are encouraged.
Deadline: Thursday, November 1, 2012
Expected Publication Date: March/April 2013
Guest Co-Editors: Dr. Pia Lindquist Wong (wongp@csus.edu) and Dr. Elaine Chin (elaine.chin@sjsu.edu)
Research papers exploring the role of social pedagogy in the 21st century including issues of social exclusion, democratic participation, and empowerment of disadvantages groups are encouraged.
Deadline: Monday, December 31, 2012
Expected Publication Date: March 2013
Guest Co-Editors: Dr. Daniel Schugurensky (dschugur@asu.edu) and Michael Silver (mike.silver@asu.edu)
The EPAA/AAPE Editorial Team
Read more about Deadlines for EPAA/AAPE’s special call for papers are fast approaching.Dear Readers,
Education Policy Analysis Archives (EPAA/AAPE) announces the call for papers for four special issues:
Read more about EPAA/AAPE Call for papers for four special issuesEducation Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE; ISSN 1068-2341) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.
Keep EPAA open access