Education Policy Analysis Archives: Announcements

Call for Papers: CFP: Science of Reading Policies: International Impacts and Impressions

Education Policy Analysis Archives — 2024-02-15

EPAA/AAPE Call for Papers

Science of Reading Policies: International Impacts and Impressions

Guest Editors:

Rachael Gabriel, University of Connecticut, United States

Danielle V. Dennis, University of Rhode Island, United States

Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE; ISSN 1068-2341) announces a call for papers for a special issue, Science of Reading Policies: International Impacts and Impressions.

Over the past decade, a trend towards state and national policies aimed at reforming the teaching of beginning literacy has spread from the UK to the US, Canada and now towards Australia and Aotearoa/New Zealand. Though pervasive, these policies are controversial, with significant media and intermediary engagement in advocacy and implementation for a body of research called The Science of Reading (SOR). SOR is not only a body of research with implications for classroom practice. It is also a movement and a branding tool that has had significant implications for the way educators and public schools are positioned as a policy problem to be reformed (Gabriel, 2019). At the school level, reading-focused policies do not only influence pedagogy, but every part of the infrastructure for learning: curriculum, assessment, professional development and leadership (Woulfin & Gabriel, 2020). As such, scholars have raised concerns about issues from privatization, media representations, and political interest convergence to systematic racial and linguistic oppression in K-12 classrooms and teacher preparation programs.

Despite the initial appeal of a science-informed approach to pedagogy, literacy researchers have raised questions about the relevance of research that has not included specific consideration for multilingual learners, or racial, ethnic, cultural or geographic minorities. Meanwhile, policy scholars have raised questions about the ways that existing research is translated into practices and materials that then shape students’ opportunities to develop literacy. Recent reports from early adopters of related policies in the UK have raised questions about the impact on reading achievement, motivation, engagement, and academic growth in general. The goal of this special issue is to focus a broad community of scholars on understanding the outcomes of this wave of common policy activity.

Given that the introduction of reading-specific legislation has been staggered over the past 8-10 years, there are lessons that can be learned about short-term and interim impacts of this trend of reading policies aimed at improving K-3 reading instruction by applying SOR across countries where literacy is primarily developed in English. We aim to solicit manuscripts that consider a range of outcomes associated with the Science of Reading movement across English-speaking countries, and to consider the accumulation of early and interim outcomes across contexts to develop implications for implementation guidance and policymaking.

Abstracts will be accepted in English, and all articles will be evaluated through a double-blind process. More information about the EPAA guidelines can be found at https://epaa.asu.edu/index.php/epaa/about/submissions.

Submission Information: Interested contributors are invited to submit structured abstracts aligned with the special issue theme for review by. Abstracts should be submitted electronically through the EPAA website, in the section Science of Reading Policies and follow the Journal’s submission guidelines.

Timeline:

Abstract submission deadline: March 15, 2024 [Editors will consider additional submissions to accommodate those researching emerging policies until May 1]

Editorial decisions (on abstracts): May 1, 2024

Invitations for full papers: May 1-15, 2024

Submission deadline for invited full papers: September 30, 2024

Review of papers; feedback and decisions sent: November 30, 2024

Revised manuscript deadline: February 1, 2025

Anticipated publication: May 2025

Questions concerning this call for papers should be directed to Rachael Gabriel (rachael.gabriel@uconn.edu) and Danielle V. Dennis (danielle_dennis@uri.edu)

References

Gabriel, R. (2019). Converting to privatization: A discourse analysis of dyslexia policy narratives. American Educational Research Journal, 57 (1) 355-358. https://doi.org/10.3102/0002831219861945

Woulfin, S., & Gabriel, R. (2020). Infrastructure for reading improvement. Reading Research Quarterly, 55(1). https://doi.org/10.1002/rrq.339

Call for Papers: CFP: Transforming School Systems

Education Policy Analysis Archives — 2023-06-19

EPAA/AAPE Call for Papers

Transforming School Systems: Questions of Power, Resistance, Equity, and Community

Guest Editors: Vidya Shah (York University), Caitlin Farrell (University of Colorado Boulder)

Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE; ISSN 1068-2341) announces a call for papers for a special issue, Transforming School Systems: Questions of Power, Resistance, Equity, and Community.

Much of the field’s understanding of local school governance and organizing is informed by education change research in America and Canada based in district reform policies. Existing literature primarily focuses on “deep learning,” collaborative relationships, local decision-making, data collection and analysis for decision-making, individuals versus systems, and scaling up “what works.” It does not typically include conversations about family, community, or educator resistance to policies, how power is re/distributed and re/negotiated, or how historically marginalized groups experience or are impacted by these policies.

In this special issue, we seek to broaden our understanding of the possibilities of how schools might be governed and organized, with an eye to local, regional, and national educational policy contexts. Through the collection of manuscripts, we aim to challenge the dominance of the Global North in reform literature and value the importance of local context and history. We seek to uncover how power changes across school organizing, governance, and community, by considering the following questions:

How do collectives of schools organize themselves, for what purpose, and to what ends?
How does local context, history, and culture shape the kinds of values pursued by educational systems, and with what consequences for how they operate and are organized?
How are inclusion/exclusion criteria determined in how schools are grouped, and for what purpose?
How are geographic and/or sociopolitical boundaries determined in systems of schools internationally and for what purpose?
How are different models of local and community engagement/decision-making influenced by context and history?
How are schools organized to address the needs of students, families, and communities most underserved by schooling?
How might studying the ways of knowing, being, organizing, and governing in the Global South interrupt or transform dominant logics of the Global North in education and district reform literature?
How have historical and contemporary factors (including the historical and ongoing imprint of colonialism) been maintained in the “transfer” and “adoption” of reform literature from the Global North in the Global South?

We especially encourage critical theoretical or methodological approaches to reform that attend to issues of power and difference. We welcome co-authorship between academics, community members, and practitioners. As part of our commitment to public scholarship, we would also encourage authors selected to participate in this issue to commit to some form of public scholarship, in which they take learnings from this special issue and contextualize them in their home settings to build critical scholarly, practitioner, and community connections.

Abstracts will be accepted in English, Spanish, and Portuguese, and all articles will be evaluated through a double-blind process. More information about the EPAA guidelines can be found at https://epaa.asu.edu/index.php/epaa/about/submissions

Submission Information: Interested contributors are invited to submit brief 200-word abstracts aligned with the special issue theme for review by September 1, 2023. Abstracts should be submitted electronically through the EPAA website, in the section Transforming School Systems and follow the Journal’s submission guidelines.

Timeline:

Abstract/outline submission deadline: September 1, 2023

Editorial decisions (on abstracts): September 15, 2023

Submission deadline (full papers submitted to journal system): December 1, 2023

Review of papers; Revised manuscript deadline: April 2024

Anticipated publication: August 2024

Questions concerning this call for papers should be directed to Vidya Shah, vidshah@edu.yorku.ca

and Caitlin Farrell, Caitlin.Farrell@colorado.edu

Reminder: Submissions Portal Closed July 1 - July 31

Education Policy Analysis Archives — 2022-06-21

Reminder: Submissions Portal Closed July 1 - July 31

Due varying demands required of editors and reviewers, EPAA/EPAA will not process new submissions in English, Spanish, or Portuguese languages during the month of July. During this time the portal will be closed to new submissions.

The submissions portal will reopen on August 1, 2022.

Authors with manuscripts in review or reviewers and editors with existing assignments will not be affected, as all current submissions will still be available.

CFP: Teacher Subjectivities in Latin America

Education Policy Analysis Archives — 2022-02-09

EPAA/AAPE Call for Papers

Teacher Subjectivities in Latin America

Guest Editors: Ezequiel Gomez Caride, Universidad de San Andrés (egomezcaride@udesa.edu.ar), José Weinstein Cayuela, Universidad Diego Portales (jose.weinstein@mail.udp.cl), Paula Louzano, Universidad Diego Portales (paula.louzano@udp.cl)

This special issue aims to contribute to the production of knowledge on the teachers’ subjectivities in Latin America. At a time when the language of educational reform is based on speeches about inclusion, school autonomy, and tests understood as an accountability mechanism, it is necessary to rethink the teaching position in the face of this new Latin American educational scenario.

Several studies have focused on the educational system as a structure and have approached the teaching universe as a group, which result in the stabilization of the subjectivities and practices of teachers. When considering teacher subjectivities, it is not restricted to a limited universe or an “intimist” dimension, but it rather focuses on the assembly that encompasses the subjectivities and teaching practices coordinated in specific contexts. We understand this space of inquiry and its universe as a continuum that goes from the deepest teaching beliefs to the daily work of teachers who walk the school corridors.

We seek full articles that account for these aspects with an empirical basis and their theoretical and political implications, highlighting the perspectives of teachers as well as a comparative Latin American perspective.

Manuscripts are expected to be oriented, but not limited, to the following questions.

How do teachers interpret the different dimensions of their professional work? How have they formed the notions of teacher professionalism in Latin America throughout history? How do international organizations and programs affect the reshaping of teacher professionalism? How have international large-scale assessments (ILSAs) impacted teachers’ subjectivities in the last two decades?
How do teachers interpret the new educational reform trends? How are teachers’ corporealities and emotions put into action in the current context? To what extent do they accept, resist, or try to change them? What alternative aspirations do they project for their future?
What dilemmas emerge in teachers’ subjectivities between policies of tests—accountability—and inclusion? How are they put into play at school and in the classroom in the context of a pandemic?
What are individual and collective teacher beliefs and how do these relate to socioeconomic, gender, and ethnic diversities? How do teachers build their expectations and positioning in the face of inequality? How do they feel about their teaching work (teaching well-being and discomfort) throughout their careers?
How do teachers position themselves before the rhetoric and representations of teaching circulating within Latin American societies?

These, among others, are the questions that the researchers who contribute to this volume will answer. The different intellectual traditions and their research methodologies are welcome as long as they manage to enlighten these dilemmas and draw attention to the possible teachers’ subjectivities in Latin America. We especially encourage approaches that question and explore and enlighten the so-called “teacher’s subjectivity” in an original way, creating perspectives that account for the ways in which teachers’ subjectivities are put into action in interactions, commitments, cutbacks to education, educational decisions, and pedagogical practices.

Submission Information: Potential authors should electronically submit their manuscripts in English, Portuguese or Spanish by June 1, 2022, to the journal section Teacher Subjectivities in Latin America at https://epaa.asu.edu/ojs/index.php/epaa/submission/ and follow the Journal’s submission guidelines.

Timeline:

Deadline to receive full manuscripts: June 1, 2022

Deadline for communicating decisions about manuscripts: August 30, 2022

Deadline for author revisions: December 31, 2022

Estimated publication date: March 2023

The guest editors will accept 5-6 manuscripts for this special issue. Please direct any questions about this special issue to the guest editor: Ezequiel Gomez Caride, Email: egomezcaride@udesa.edu.ar

CFP: Educação de Pessoas Jovens e Adultas, Letramentos e Decolonialidade

Education Policy Analysis Archives — 2022-02-07

EPAA/AAPE Convocatoria Número Especial

Educación de Personas Jóvenes y Adultas (EPJA), Literacidad y Decolonialidad

Editores Invitados: Claudia Lemos Vóvio (Universidade Federal de São Paulo – Unifesp); Luanda Rejane Soares Sito (Universidad de Antioquia - UdeA); Diela Bibiana Betancur Valencia (Universidad de Antioquia – UdeA); Lucila Pesce (Universidade Federal de São Paulo – Unifesp)

Este dossier tiene como objetivo reunir artículos que se centren en la investigación en Educación de Personas Jóvenes y Adultas (EPJA), desde una concepción amplia: que aborden conflictos culturales, identitarios y políticos; que incluyan contribuciones de estudios de-coloniales; o que analicen las relaciones de poder imbricadas en la participación de prácticas letradas en contextos formales (educación básica y universitaria), informales (espacios laborales, sistema penitenciario o movimientos sociales, entre otros) o en entornos digitales.

La EPJA está dirigida a sectores populares de la sociedad que sufren el agravamiento de la desigualdad social, especialmente cuando se analiza desde la perspectiva de la interseccionalidad raza/clase/género, lo que permite comprender cómo esta dinámica interviene en las posiciones sociales que jóvenes y adultos pueden ocupar, en el acceso a bienes culturales que se distribuyen de manera desigual y en la movilización de recursos para ser, sentir y actuar socialmente. En este orden de ideas, el principal objetivo del dossier es identificar investigaciones sobre EPJA, con personas y colectivos oprimidos por el creciente proceso de deshumanización social; personas y colectivos que se oponen al silenciamiento de la violencia, las desigualdades y los conflictos; y que ponen bajo sospecha discursos y representaciones nacionales de gente feliz, resiliente, resignada y sin exigencias.

Las desigualdades, el racismo, el patriarcado, las guerras, el negacionismo, el calentamiento global, entre muchas otras atrocidades, afectan a los países sometidos al sistema capitalista periférico, especialmente a América Latina. Ante un panorama tan complejo, la EPJA resiste y se extiende a diversos ámbitos de la vida social, abarcando diferentes procesos de formación humana, constituidos desde diferentes perspectivas, muchas de ellas antagónicas y eurocéntricas. Se trata de acciones tan diversas como los fines que proponen y los colectivos a los que se dirigen, desde quienes no cumplen con las expectativas sociales relacionadas con la escolarización y vieron vulnerado su derecho a la educación básica, pasando por quienes, al participar en comunidades, colectivos y procesos sociales producen saberes y los aplican en diferentes contextos, incluso aquellos que, con una escolarización a largo plazo, se ven desafiados a construir nuevos modos de acción en la vida social.

Se espera que la recopilación de estos trabajos sirva para ilustrar las elecciones teóricas, metodológicas y políticas que se han llevado a cabo en el ámbito de la EPJA, ofrecer referencias y parámetros para el diseño, implementación y evaluación de políticas educativas dirigidas a jóvenes y adultos con poca o ninguna escolaridad y compartir sus principales resultados con un público más amplio.

De acuerdo con las directrices de la Revista, se espera la publicación de hasta seis artículos.

Información para el envío de artículos: Se invita a los/as colaboradores/as interesados/as a presentar resúmenes en español y portugués antes del 31 de marzo de 2022. Todos resúmenes y manuscritos deberán presentarse a través del https://epaa.asu.edu/ojs/index.php/epaa/submission/ en la sección Educación de Personas Jóvenes y Adultas, Literacidad y Decolonialidad, y seguir las directrices de presentación de la Revista.

Cronología:

Convocatoria 24/02/22

Envío de resumen extendido 31/03/22

Selección de resúmenes 15/04/22

Recepción del artículo 30/06/22

Periodo de evaluación del artículo 15/12/22

Reseñas de los autores 15/01/22

Revisión de los editores 12/02/22

Entrega de la versión final 13/02/23

Maquetación y publicación abril de 2023

Las preguntas relacionadas con esta convocatoria deben dirigirse a:

Claudia Vóvio (Brasil) cl.vovio@unifesp.br

Luanda Sito (Colômbia) luanda.soares@udea.edu.co

CFP: Educational Policies and Equity

Education Policy Analysis Archives — 2021-03-24

Call for Papers: 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)

Special Topic: Educational Policies and Equity

The focus of this issue is to delve into different contexts—political, administrative, educational and training—to identify, describe, and understand policies and practices related to the promotion of equity. In this sense, equity is understood as the fundamental right to education, combating vulnerability, dependency, and domination (Fernández-Pavlovich, 2019; Silva, 2019), and it is linked with the reduction of inequality and discrimination.

The policy analysis should be carried out taking into account the different levels of the policy formulation process (policy marking), reformulating the role of the state, the relations between the public and the private, the role of social networks, the processes of globalization, and its consequences for agents and democracy. The relationships between the social and cultural structure (educational system, social context of the school and its fundamental norms) with the agents (individual and collective actors in educational communities) account for the procedural nature of change in education and not only of the results (Anderson et al., 2012; Archer, 2009).

This special issue invites researchers to write about: 1) Case studies on the application of educational policies in different educational settings and their consequences for equity; 2) Analysis of educational policies in the international scene, as well as national and regional stage, their implementation and the mechanisms that guide them towards equity or inequality; 3) Process of subjectivation of social actors—politicians, technicians, school communities—and their relationship with educational policies that seek to promote equity.

References

Anderson S. E., Mascall, B., Stiegelbauer, S., & Park, J. (2012). No one way: Differentiating school district leadership and support for school improvement. Journal of Educational Change, 13, 403-430. https://doi.org/10.1007/s10833-012-9189-y

Archer, M. (2009). Teoría social realista: El enfoque morfogenético. Ediciones Universidad Alberto Hurtado.

Fernández Pavlovich, M. G. (2019). Igualdad en la escuela, ¿igualar en qué? Revista de Educación, 17, 15-28.

Silva, M. (2019). La dimensión pedagógica de la equidad en educación superior. Archivos Analiticos de Políticas Educativas, 28(46). https://doi.org//1014507/epaa.285039

Submission Information: Potential authors should submit 800-word abstracts in English or Spanish by May 15, 2021, to the journal section, Educational Policies and Equity, at http://epaa.asu.edu/ All abstracts and manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines.

Timeline:

Abstracts deadline (800 words): May 15, 2021

Invitation to submit articles: June 15, 2021

Article deadline (7,000 words maximum, without bibliographic references): September 30, 2021

Editorial decision and review of articles: November 30, 2021

Deadline for submission of the final version of articles: January 15, 2021

Expected date of publication: March 2022

Please direct any questions about this special issue to the guest editors:

Diego Martín-Alonso, diegomartin@uma.es (Spanish/English) (coordinador editorial)

CFP: Global Policy Mobilities in Federal Educational Systems

Education Policy Analysis Archives — 2021-03-01

EPAA/AAPE Call for Papers

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)

Special Topic: Global Policy Mobilities in Federal Educational Systems

Education Policy Analysis Archives/Archivos Analíticos de Política Educativa (EPAA/AAPE) announces a call for papers for a special issue that seeks to contribute to scholarship on how global policy flows are influencing education policies and practices within and across federal educational systems, and the implications of these dynamics for understanding contemporary power and political relations in education.

A strong theme in the ‘policy mobilities’ literature is that national contexts, with diverse schooling systems and histories, are adopting similar policy approaches as a result of global sharing, learning and comparison. Since the 2000s, this is especially the case with regards to the adoption of ‘standards-based reforms’, new ‘data infrastructures’ that rely upon and produce commensurable data, and new practices of ‘policy alignment’ constructed around “evidence-based practices” that tell us ‘what works’. It is also clear that policy ideas and practices are being translated and assembled within nations in distinct ways.

A diverse but related set of theoretical, conceptual and empirically grounded conversations in the fields of education policy studies, comparative education, sociology of education and critical geography are using a number of connected theories and concepts to map these global flows, and how they are transformed and enacted in different localities. Concepts such as ‘policy assemblages’, ‘policy scapes’, ‘education ensembles’, ‘scale-craft’ and ‘topological’ understandings of policy and space, to name just a few, are promising ways to understand the complexities of the contemporary dynamic geographies of power/knowledge in education.

However, within this literature, relatively less attention has been paid to the challenges of comparing federal systems, in which subnational governments typically maintain responsibility for schooling. Indeed, the emphasis on the national scale can be highly problematic in federal systems, not only because subnational differences are often pronounced, but also because the political and policy agendas of national and subnational governments are often distinct. Furthermore, by treating the national scale as the main unit for comparison, researchers of federations risk both obscuring political and policy complexities at play in systems that are defined by multi-level governance; and reifying and over-simplifying ‘the national’ by failing to account for the role subnational spaces play in determining education policies.

This special issue will bring together scholars seeking to analyze how policies move, mutate and manifest within and across federal systems, and the implications of these dynamics for understanding how contemporary policy spaces are being created and recreated in the interaction between global, national and local actors. We are particularly interested in papers that extend and renew the conceptual tools and frameworks at play in policy mobility literature and the analysis of federalism in education. Ideally, papers should be comparative in nature. Single case studies will be considered if they include discussions on how that case is conceptually and/or methodologically generalizable, and contributes to the overall understanding of global/local power dynamics in federal systems.

Abstracts will be accepted in English, and all articles will be evaluated through a double-blind process.

Submission Information: Interested contributors are invited to submit 500-word abstracts aligned with the special issue theme for review by April 1, 2021. Abstracts should be submitted electronically through the EPAA website, in the section Global Policy Mobilities in Federal Educational Systems and follow the Journal’s submission guidelines.

Timeline:

Abstract submission deadline: April 1, 2021

Editorial decisions (on abstracts): May 1, 2021

Submission deadline (full papers submitted to journal system): September 1, 2021

Review of papers; Revised manuscript deadline: January 22, 2022

Anticipated publication: April 2022

Questions concerning this call for papers should be directed to the guest editors:

Jason Beech, Monash University, jason.beech@monash.edu

Laura Engel, George Washington University, Lce@gwu.edu

Bob Lingard, University of Queensland, r.lingard@uq.edu.au

Glenn Savage, University of Western Australia, glenn.savage@uwa.edu.au

PRORROGAÇÃO: CFP/Chamada Dossiê: Educação e suas Interfaces com Administração, Contabilidade e Economia

Education Policy Analysis Archives — 2021-01-11

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)

-------------------------------------------------------------------------------------------------------------------------

Tema especial: Educação e suas Interfaces com Administração, Contabilidade e Economia: Políticas e Saberes. Convidamos pesquisadores a apresentarem trabalhos sobre financiamento da educação básica em perspectiva multidisciplinar que evidenciem interfaces de conhecimentos (teorias, abordagens, métodos, processos, técnicas etc.) com as áreas de Administração Pública, Economia e Contabilidade com vistas à eficiência, eficácia e efetividade das politicas, redução de desigualdades educacionais e melhoria da qualidade do ensino.

Neste contexto, essa chamada convida autores a escreverem sobre financiamento da educação básica em interface com os seguintes temas:

Federalismo Fiscal;
Tributação;
Orçamento público;
Equidade horizontal e vertical;
Diferentes fórmulas e mecanismos de financiamento;
Tomada de decisão e governança dos recursos;
Controle interno, externo e social;
Prestação de contas;
Processos de contratação e gestão dos profissionais da educação (vínculos, carreira, remuneração);
Processos de compras;
Organização dos sistemas de ensino;
Novas estruturas e possibilidades de relações intergovernamentais;
Análise de processos de planejamento, organização, coordenação e controle;
Sistemas de informações orçamentárias, contábeis e financeiras;
Sistemas de informação de apoio à gestão dos recursos financeiros;
Modelos de análise de custos (inclusive Custo-Aluno Qualidade);
Avaliação de Gastos.
O financiamento da pós-graduação no Brasil, na perspectiva da Meta 16 do Plano Nacional de Educação;
O financiamento da pós-graduação e sua inter-relação com a educação básica;
O financiamento da educação no Brasil - da educação básica à pós-graduação: questões e disputas pelo fundo público;
Ensino e pesquisa sobre o financiamento da educação na pós-graduação.

Serão bem-vindos artigos com diferentes níveis de análise: escolas; programas; secretaria da educação; rede de ensino; distritos escolares; conselhos; entes federativos - estados e municípios; consórcios intermunicipais etc. Também são bem-vindos e desejáveis papers com análises comparativas internacionais no âmbito da educação, de forma interdisciplinar.

Cronograma

Chamada de resumo ampliado: 07/dez/2020

Submissão de resumo ampliado: 24/01/2021

Seleção de resumos: 05/fev/2021

Recebimento do artigo: 31/mar/2021

Período de avaliação do artigo: 30/6/2021

Revisões dos autores: 31/jul/2021

Revisão dos editores: 03/set/2021

Entrega de versão final: 03/out/2021

Diagramação e publicação: nov/2021

Idioma para envio de artigos: Português

Regras para Submissão: Os resumos ampliados terão no máximo 7500 caracteres, incluindo espaços. Deverão apresentar referencial teórico, metodologia e principais conclusões de pesquisa. Os resumos serão avaliados em relação à sua pertinência quanto ao escopo da revista, à temática do dossiê e à qualidade da escrita. Serão recebidos exclusivamente por meio do sistema de submissão da revista, na seção Educação e suas Interfaces com Administração, Contabilidade e Economia: Políticas e Saberes, pelo site https://epaa.asu.edu/

Quaisquer dúvidas sobre este número especial devem ser enviadas para os editores convidados: Zara Figueiredo Tripodi (zarafigueiredo@gmail.com), Ursula Dias Peres (uperes@usp.br) e Thiago Alves (thiagoalves.edu@gmail.com).

CFP/Chamada Dossiê: Educação Superior na América Latina em Tempos de Crise

Education Policy Analysis Archives — 2021-01-11

Chamada de artigos EPAA/AAPE

Educação superior na América Latina em Tempos de Crise

Editores Convidados: Suzana dos Santos Gomes (Universidade Federal de Minas Gerais), Savana Gomes Diniz Melo (Universidade Federal de Minas Gerais) e Felipe Andres Zurita Garrido (Universidad Metropolitana de Ciencias de la Educación).

Tópico especial: Educação superior na América Latina em tempos de crise

As políticas para a Educação Superior da América Latina empreendidas há pelo menos duas décadas são sobretudo, interdependentes e vinculadas às políticas econômicas de âmbito nacional, regional e internacional. Essas políticas se encontram caracterizadas por uma profusão de mudanças nas instituições de Educação Superior: na finalidade, na estrutura, na organização, no financiamento, na gestão, no ensino e em suas modalidades, nos currículos, na avaliação, no trabalho docente, na captura da pesquisa pelo mercado, na mercantilização do ensino e na privatização do conhecimento tomado como mercadoria, entre outros. Esse cenário complexo, de rápidas mudanças, apresenta muitos desafios às instituições de Educação Superior e ao conjunto de seus trabalhadores e estudantes. A este cenário, ainda, se impõe o dilema da pandemia mundial da Covid-19, que assola a região e tem desdobramentos para as condições da vida geral da população, afetando também a oferta educacional. Esta chamada busca contribuições para a caracterização e análise deste processo na América Latina. Para tanto, acolherá artigos teóricos e empíricos que aportem análises críticas sobre as políticas para a Educação Superior aplicadas nos países em pauta, podendo incidir sobre: a história e os modelos de universidade; a organização do sistema universitário; o financiamento; a avaliação; a gestão; a internacionalização; a mercantilização; as condições de trabalho; a carreira e remuneração docente; o movimento sindical docente; os desafios mais candentes; as possíveis estratégias e lutas contra essas políticas, entre outros temas afins.

Os artigos originais (não enviados a outras revistas ou publicados em livros ou revistas) serão recebidos em português ou espanhol. Mais informações sobre as diretrizes da EPAA podem ser encontradas aqui: https://epaa.asu.edu/ojs/index.php/epaa/pages/view/submit . Todos os artigos serão avaliados por meio de um processo duplo-cego.

Informações de envio: Os colaboradores interessados são convidados a enviar resumos de 1000 palavras alinhadas com os temas da edição especial para revisão até 09 de fevereiro de 2021. Todos os resumos estendidos e manuscritos devem ser enviados eletronicamente através do site da EPAA, na seção Educação Superior na América Latina, e siga as normas de submissão da Revista: http://epaa.asu.edu/ojs/ .

CRONOGRAMA

Envio de resumos (1.000 palavras): 09 de fevereiro de 2021

Convite para apresentação de artigo completo: 11 de março de 2021

Envio de artigos completos: 10 de maio de 2021

Feedback do artigo mais comentários / sugestões: 10 de julho de 2021

Envio de trabalhos finais: 06 de novembro de 2021

Data de publicação prevista: janeiro de 2022

As perguntas relativas a esta chamada de artigos devem ser dirigidas à Suzana dos Santos Gomes, suzanasgomes@fae.ufmg.br, Savana Gomes Diniz Melo, sdgmufmg2@gmail.com e Felipe Andres Zurita Garrido, fzuritagarrido@gmail.com

EPAA/AAPE 2020 In Retrospect

Education Policy Analysis Archives — 2020-12-22

EDUCATION POLICY ANALYSIS ARCHIVES

2020 IN RETROSPECT

Dear Colleagues,

Despite the uncertainty and difficulties of this unprecedented year, EPAA/AAPE rose to the challenge. In 2020, the journal published a record number of articles and received a record number of submissions. These achievements, and those listed below, are possible due to the whole EPAA/AAPE community – editors, authors, reviewers, and readers. Thanks to you, EPAA/AAPE remains an important conduit for rigorous, relevant, and inclusive scholarship on education policy, as well as a much-needed voice for diversity and inclusion within education.

Please join us in celebrating some of this year’s highlights:

OPEN ACCESS & EQUITY

In 2020, we published 189 peer-reviewed articles and commentaries and 16 video commentaries, at no cost to readers or authors. The authors of 8 of these works also made their published versions accessible through translations. Throughout the year, EPAA/AAPE articles collectively were viewed over 1,000,000 times.

In June 2020, EPAA/AAPE was also awarded the Directory of Open Access Journals (DOAJ) Seal, for its demonstration of best practice in open access publishing.

COLLABORATION & DIVERSITY

In 2020, EPAA/AAPE’s editorial teams, representing 6 countries, worked with almost 450 authors and over 400 reviewers to bring education policy research to over 12,000 readers in three languages: English, Portuguese, and Spanish. We expanded our editorial teams across languages and added new Corresponding Editor roles for Latin America, North America, and Spain.

We enthusiastically welcome the following new Associate Editors:

Andréa Barbosa Gouveia, Universidade Federal do Paraná, Brazil

Sheizi Calheira de Freitas, Federal University of Bahia, Brazil

Gabriela de la Cruz Flores, Universidad Nacional Autónoma de Mëxico, Mexico

Carmuca Gómez-Bueno, Universidad de Granada, Spain

Carolina Guzmán-Valenzuela, Universidad de Tarapacá, Chile

Danah Henriksen, Arizona State University, United States

Cesar Lorenzo Rodriguez Uribe, Universidad Marista de Guadalajara, Mexico

Antonia Lozano-Díaz, University of Almería, Spain

Sergio Gerardo Málaga Villegas, Instituto de Investigación y Desarrollo Educativo-Universidad Autónoma de Baja California (IIDE-UABC), Mexico

Maria Margarida Machado, Federal University of Goiás / Universidade Federal de Goiás, Brazil

María Teresa Martín Palomo, University of Almería, Spain

Keon McGuire, Arizona State University, United States

María Fernández Mellizo-Soto, Universidad Complutense de Madrid, Spain

Tiburcio Moreno, Autonomous Metropolitan University-Cuajimalpa Unit, Mexico

Maria Veronica Santelices, Pontificia Universidad Católica de Chile, Chile

We also recognize the following Corresponding Editors for their role in coordinating editorial work in Portuguese and Spanish languages:

Coordinating Editors (Spanish/Latin America): Ignacio Barrenechea, Universidad de San Andrés, Argentina, and Ezequiel Gomez Caride, Universidad de San Andres, Argentina

Coordinating Editor (Spanish/North America): Armando Alcantara Santuario, Instituto de Investigaciones sobre la Universidad y la Educación (UNAM), Mexico

Coordinating Editor (Spanish/Spain): Antonio Luzon, University of Granada, Spain

Coordinating Editors (Portuguese): Marcia Pletsch, Universidade Federal Rural do Rio de Janeiro, Brazil, and Sandra Regina Sales, Universidade Federal Rural do Rio de Janeiro, Brazil

INNOVATION & INCLUSION

In 2020, EPAA/AAPE articles covered cutting-edge topics, including special issues on policies and practices in teacher evaluation, management of compulsory public education, work issues in higher education, Indigenous education, and social network analysis of education policy. These special issues include:

The Work in Higher Education, guest edited by Deise Mancebo, Kátia Maria Teixeira Santorum, Carla Vaz dos Santos Ribeiro, and Denise Bessa Léda

Policies for the Management of Compulsory Public Education in Ibero America, guest edited by Ângelo Ricardo de Souza, Sebastián Donoso Diaz, and Joaquín Gairin Sallán

Policies and Practices of Promise in Teacher Evaluation, guest edited by Audrey Amrein-Beardsley

Indigenous Education and Peoples: Constructing and Reconstructing Identities (Parts 3 & 4), guest edited by Kaizo Iwakami Beltrao and Juliane Sachser Angnes

Researching 21st Century Education Policy Through Social Network Analysis, guest edited by Emiily Hodge, Joshua Childs, and Wayne Au

IMPACT & QUALITY

In 2020, EPAA/AAPE remained #3 in education policy journals overall and #1 in open access education policy journals, according to Google Scholar. EPAA/AAPE articles collectively have been cited over 7,000 times since 2015.

For a full description of updated metrics, rankings, and other indicators of quality and impact, please see EPAA/AAPE’s Statement of Impact.

JOIN US

Thank you for your support, and we look forward to working with you in 2021!

If you have not published with us yet, consider submitting a manuscript or special issue topic.

If you have not reviewed for us, sign up to be a reviewer.

If you have not updated your profile recently, please update your information.

CFP EXTENDED 1/15/2021: Testing Opt-out Movements: Resistance, Disputes and Transformation

Education Policy Analysis Archives — 2020-12-13

EPAA/AAPE Call for Papers

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)

Special Topic: Testing Opt-out Movements: Resistance, Disputes and Transformation

Education Policy Analysis Archives/Archivos Analíticos de Política Educativa (EPAA/AAPE) announces a call for papers for a special issue on testing opt-out movements. Standardization, testing and accountability policies are one of the most widespread strategies in school systems around the world (Verger et al., 2019). This strategy has occurred despite the scant evidence that shows positive effects on student learning, in addition to a vast accumulation of studies that have shown negative effects on daily teaching practices, teacher professionalization, and the emotional well-being of the school community (Au, 2011; Falabella, 2014; Holloway, 2019; Verger & Parcerisa, 2017).

To different degrees, the pressure exercised through standardized tests has grown intolerable by some, giving rise to various forms of resistance (Ball & Olmedo, 2013; Montero et al., 2018; Ravitch et al., 2014). Groups of parents, professional organizations and teachers’ unions have channeled their concern and discontent, with the intention of combating the negative impact of these policies (Brogan, 2014; Campos-Martínez & Guerrero, 2016; Clayton et al., 2019; Guajardo, 2012). Some examples of these organizations are: NYC Opt Out, FairTest and United optout (USA); Alto al SIMCE (Chile), and More Than a Score and Let Our Kids be Kids (England), together with teachers’ unions of various countries.

This special issue invites researchers to write about anti-standardization and testing opt-out movements in different places around the world, aiming to produce knowledge about: 1) the actors involved; 2) their discourses, perspectives and objectives; 3) the organizations’ main strategies and modes of action; 4) the achievements obtained; and, 5) more globally, an examination of collective resistance and transformation. Manuscripts can be based on a particular case or present a comparative analysis.

Original papers (not sent to other journals or published in books or magazines) will be received in English or Spanish. More information about the EPAA guidelines can be found here: https://epaa.asu.edu/ojs/index.php/epaa/pages/view/submit. All articles will be evaluated through a double-blind process.

Submission Information: Interested contributors are invited to submit up to 800-word outlines aligned with the special issue theme for review by January 15, 2021. Abstracts must refer to: Research context, theoretical and methodological tools, and main research results. All extended abstracts and full manuscripts should be submitted electronically through the EPAA website, in the section Testing Opt-out Movements, and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.

Timeline:

Submission of outlines (800 words): January 15, 2021

Editorial invitation to submit a full paper: February 22, 2021

Submission of full papers (7.000 words maximum, without references): June 28,^,2021

Editorial decisions: September 30, 2021

Submission of full papers: November 30, 2021

Expected publication date: January 2022

Questions concerning this call for papers should be directed to Alejandra Falabella, afalabel@uahurtado.cl

Chamada para Editores/as Convidados/as para Coordenar o Dossiê: Educação e suas Interfaces com Administração, Contabilidade e Economia: Políticas e Saberes

Education Policy Analysis Archives — 2020-10-01

Chamada para editores/as convidados/as para coordenar o dossiê:

Educação e suas interfaces com Administração, Contabilidade e Economia: Políticas e Saberes

________________________________________

Nossa equipe editorial está procurando um/a pesquisador/a/es para coordenar o dossiê “Educação e suas interfaces com Administração, Contabilidade e Economia: Políticas e Saberes”. A posição de editor/a convidado/a de um dossiê de EPAA/AAPE é uma distinção honorária reservada para profissionais que tenham um histórico adequado em relação a temática, uma trajetória que demostre capacidade de gerir uma equipe editorial e familiaridade com a EPAA/AAPE como autoras/es (preferencialmente) ou revisoras/es. A revista está interessada em dossiês que gerem artigos criativos, relevantes e rigorosos.

Etapas para propor um dossiê

Se você deseja enviar uma proposta para um dossiê, o processo é bastante simples:

Prepare um breve resumo (justificativa) para apresentar o tema, o foco e a relevância do dossiê (300 a 400 palavras). Os resumos serão avaliados pelos editores de AAPE, que farão a seleção daquele que entrará em processo de publicação.
Este resumo será anunciado na seção de comentários dos arquivos e enviado a todos os assinantes, com o cronograma e solicitação especial (por exemplo, edição em vários idiomas, coeditores, multimídia, etc. que você gostaria de destacar para orientar potenciais autores sobre submissões.
Envie sua proposta por e-mail aos Editores de Língua Portuguesa Gilberto Miranda (gilbertojm1@gmail.com), Sheizi Freitas (sheizi.freitas@gmail.com) e Sandra Sales (sandrareginasales@gmail.com).
Esperamos receber suas propostas! Agradecemos antecipadamente por trabalhar com a EPAA / AAPE e entre em contato com Gilberto Miranda (gilbertojm1@gmail.com), Sheizi Freitas (sheizi.freitas@gmail.com) e Sandra Sales (sandrareginasales@gmail.com), se você tiver alguma dúvida ou precisar de ajuda adicional.

Cronograma

Chamada de propostas de editores dossiê		30-Set-20
Submissão de propostas de dossiês		23-Out-20
Seleção de proposta de editor(es) do dossiê		22-Nov-20
Chamada de artigos (resumo ampliado)		07-Dez-20
Submissão de resumo ampliado		06-Jan-20
Seleção de resumos		05-Fev-21
Recebimento do artigo		07-Mar-21
Período de avaliação do artigo		06-Abr-21
Revisões dos autores		05-Jul-21
Revisão dos editores		03-Set-21
Entrega de versão final		03-Out-21
Diagramação e publicação		Nov-21

Formulário para envio de propostas

Identificação do(s) editor(es) convidado(s)	{Suas informações: nome, afiliação, endereço de e-mail. Por favor, inclua também as informações dos coeditores, caso pertinente.}
Título do dossiê	{Título proposto para o dossiê }
Resumo do tema (300 a 400 palavras)	{Prepare um breve resumo (justificativa) para apresentar o tema, o foco e a relevância do dossiê (300 a 400 palavras). }
Solicitações especiais	{Por exemplo, edição em vários idiomas, coeditores, multimídia, conexão com um evento etc.)}
Possíveis autores (6-8)	{nomes e afiliação}
Possíveis avaliadores (10-12)	{nomes e afiliação}

Favor enviar o formulário preenchido para Gilberto Miranda (gilbertojm1@gmail.com), Sheizi Freitas (sheizi.freitas@gmail.com) e Sandra Sales (sandrareginasales@gmail.com).

CFP EXTENDED 10/31/2020: Right to Education and Educational Inclusion of LGBT+ Youth in Latin America and the Caribbean

Education Policy Analysis Archives — 2020-09-30

EPAA/AAPE Call for Papers

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).

Special Topic: Right to Education and Educational Inclusion of LGBT+ Youth in Latin America and the Caribbean

In the education system, discrimination based on sexual orientation and gender identity is prevalent in the countries of Latin America and the Caribbean (Movilh, 2010), a phenomenon that has a negative impact on school coexistence and students' academic results. Faced with this scenario, some countries in the region have enacted incipient inclusion policies that recognize the rights of LGBT+ children and young people, typifying the prohibition of arbitrary discrimination in school based on sexual and gender identity. However, a significant number of Latin American countries still do not have regulations that recognize sexual diversity and protect the integral development of each and every student.

In this context, and guided by the outline of the 4A of the right to education (Tomaseveski, 2014), this issue seeks to highlight the barriers that LGBT+ children and youth in the region must overcome, both in and out of school, in order to exercise their right to education. At the same time, it is important to include a critical analysis of the experiences of LGBT inclusion in the school context that allows for a review of the progress or failure of education policies related to this subject. This issue will receive articles on any aspect related to the 4A:

Availability: availability of inclusive education, school integration programs, school coexistence, inclusion laws, policies and programs, etc.

Acceptability: safety and health of LGBT youth in school, teacher training, teacher and management challenges for LGBT inclusion, school community and inclusion, etc.

Adaptability: curricular contextualization, participatory curriculum designs, pedagogical materials, inclusive assessments, etc.

Accessibility: governance for the inclusion of LGBT+ youth, funding, student selection processes, etc.

Original papers (not sent to other journals or published in books or magazines) will be received in Spanish, Portuguese or English. More information about the EPAA guidelines can be found here: https://epaa.asu.edu/ojs/index.php/epaa/pages/view/submit. All articles will be evaluated through a double-blind process.

References

Movilh. (2010). Educando en la Diversidad. Orientación sexual e identidad de género en las aulas. Manual pedagógico para aminorar la discriminación por orientación sexual e identidad de género en los establecimientos educacionales. Movimiento de integración y liberación homosexual (Movilh). Santiago: Author.

Tomasevski, K. (2006). Human rights obligations in education. The 4-As Scheme. Nijmegen: Wolf Legal Publishers.

Submission Information: Interested contributors are invited to submit 1000-word outlines/proposals aligned with the special issue themes for review by September 30, 2020. All extended abstract and manuscripts should be submitted electronically through the EPAA website, in the section Educational Inclusion of LGBT+ Youth, and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.

Timeline

Submission of outlines/proposals (1,000 words): Extended to 31 October 2020

Invitation to submit a full paper: 31 October 2020

Submission of full papers: 29 January 2021

Paper feedback plus editorial comments/suggestions: 30 April 2021

Submission of final papers: 30 May 2021

Expected publication date: 30 June 2021

Questions concerning this call for papers should be directed to Jaime Barrientos, jbarrientos@uahurtado.cl, María Teresa Rojas, mtrojas@uahurtado.cl, Ismael Tabilo, ismael.tabilo@summaedu.org, Canela Bodenhofer, canela.bodenhofer@summaedu.org

CFP: Student Experience in Latin American Higher Education

Education Policy Analysis Archives — 2020-08-20

Call for Papers:

Student Experience in Latin American Higher Education

Guest Editors: María Verónica Santelices (Pontificia Universidad Católica de Chile) and Sergio Celis (Universidad de Chile)

Special Topic: Student Experience in Latin American Higher Education

Education Policy Analysis Archives/Archivos Analíticos de Política Educativa calls for papers on higher education students’ experience in Latin America, including how students experiment tertiary education both inside and outside the classroom. Higher Education in Latin America has undergone increased access and massification (Schwartzman, 2020), in addition to multiple reforms dealing with its structure, governance, operations, and funding (Bernasconi & Celis, 2017). Less emphasis has been placed on the student's academic and life experiences. This call includes, but is not limited to, ways in which the student experience is conceptualized, measured, monitored and studied, and its relationship with teaching, accountability, and policies at the institutional and national level.

In the international literature, the student experience in higher education has been studied, among others, by examining students´ interaction with the institution (Astin, 1993; Pascarella & Terenzini, 2005; Tinto, 1993), with peers (Biancani & MacFarland, 2013), professors and instructors (Mayhem et al., 2016) as well as from the psychological (Bowman, 2010) and academic perspective, including learning styles and student engagement (Hu & McCormick, 2012). Research has also referred to different groups of students (e.g., first-generation, low- income, gender, and indigenous, see Pike & Kuh, 2005; Sumida Huaman et al., 2019), different types of institutions (e.g., Crozier et al., 2008; O'Banion & Culp, in press) and different academic trajectories, including the transition from secondary education (Kirst & Venezia, 2004), the encounter with and adjustment to higher education (Fayi Carter et al., 2013) and the transition to work (Hora, 2020). The student experience in Latin America, in particular, has been marked by social mobilization and student’s participation in governance (Donoso, 2018). More recently, the pandemic has brought attention to the on-line educational experience and distance learning.

This call encourages the analysis of the student experience from different disciplinary, theoretical, and conceptual perspectives. Authors are expected to problematize issues by comparing and contrasting international literature concepts and assumptions with local findings. Contributions in Spanish, Portuguese, or English language will be considered. Papers must be unpublished and based on original research by the authors.

About the Journal: Celebrating its 28^th 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.

Submission Information: Potential authors should submit abstracts by September 15, 2020, to the journal section, Student Experience in Latin American Higher Education, at http://epaa.asu.edu/ All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines.

Timeline

Abstract (500 words maximum): September 15, 2020

Editorial invitations to submit full articles: October 30, 2020

Full article (7,000 words maximum) submissions: January 5, 2021

Editorial decisions to authors: March 15, 2021

Article revisions received: May 30, 2021

Estimated date of publication: July 2021

Please direct any questions about this special issue to the guest editors:

María Verónica Santelices, Pontificia Universidad Católica de Chile, vsanteli@uc.cl

Sergio Celis, Universidad de Chile, scelis@ing.uchile.cl

Referencias

Astin, A. W. (1993). What matters in college? Four critical years revisited, Jossey-Bass.

Bernasconi, A., & Celis, S. (2017). Higher education reforms: Latin America in comparative perspective. Education Policy Analysis Archives, 25(67). http://dx.doi.org/10.14507/epaa.25.3240

Biancani, S. & MacFarland, D. (2013). Social network research in higher education. In M. Paulsen (Ed.) Higher education: Handbook of theory and research. Volume XXVIII. Springer. http://dx.doi.org/10.1007/978-94-007-5836-0

Bowman, N.A. (2010). The development of psychological well-being among first-year college students. Journal of College Student Development, 51(2), 180-200. http://dx.doi.org/10.1353/csd.0.0118

Crozier, G., Reay, D., Clayton, J., Colliander, L. & Grinstead, J. (2008) Different strokes for different folks: Diverse students in diverse institutions – experiences of higher education, Research Papers in Education, 23(2), 167-177. http://dx.doi.org/10.1080/02671520802048703

Donoso, A. (2018). El movimiento estudiantil brasileño de 1968 y las discusiones sobre el papel de la educación en la transformación social. Pensamiento Educativo, 40(161), 53-68.

Hora, M. T. (2020). Hiring as cultural gatekeeping into occupational communities: implications for higher education and student employability. Higher Education, 79(2), 307–324.

Hu, S. & McCormick, A. C. (2012). An engagement-based student typology and its relationship to college outcomes. Research in Higher Education 53, 738-754.

Fayi Carter, D., Mosi Locks, A., & Winkle-Wagner, R., (2013). From where and when I enter: Theoretical and empirical considerations of minority students’ transition to college. In M. Paulsen (Ed.) Higher education: Handbook of theory and research. Volume XXVIII. Springer. http://dx.doi.org/10.1007/978-94-007-5836-0

Kirst, M.W., & Venezia, A. (2004). From high school to college: Improving opportunities for success in postsecondary education. (pp. 448). Jossey-Bass, An Imprint of Wiley.

Mayhem, M., Rockenbach, A. N., Bowman, N A., Seifert, T. A. D., Wolniak, G. C., Pascarella, E., & Terenzini, P. (2016). How college affects st udents: 21st century evidence that higher education works (Vol. 3). Wiley.

O’Banion, T., & Culp, M. (in press). Student success in the community college: What really works? Rowman & Littlefield.

Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research (Vol. 2). Wiley.

Pike, G & Kuh, G. D., (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76(3), (May/June).

Porter, S. R., & Umbach, P. D. (2006). College major choice: An analysis of person–environment fit. Research in Higher Education, 47(4), 429–449.

Sumida Huaman, E., Chiu, B., & Billy, C. (2019). Indigenous internationalization: Indigenous worldviews, higher education, and Tribal Colleges and Universities. Education Policy Analysis Archives, 27(101). http://doi.org/10.14507/epaa.27.4366

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

Schwartzman, S. (Ed.) (2020). Higher education in Latin America and the challenges of the 21st century, Springer. http://doi.org/10.1007/978-3-030-44263-7_1

CFP: Teachers and Educational Policy

Education Policy Analysis Archives — 2020-07-13

EPAA/AAPE Call for Papers:

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)

Topic: Teachers and Educational Policy: Professionalism, Expertise, and Choice in an Age of Populist Politics

With market-oriented schooling systems now a common component of educational policy ensembles across the globe, teachers can work across highly variegated settings and be subject to considerable accountability and performance pressures. At the same time, the rise of global populism is raising new questions about the role and nature of teacher expertise, as what it means to be a teaching ‘professional’ is re-articulated alongside the shifting role and nature of the state and, conversely, non-state-based actors and institutions.

The collection of papers in this special issue will address these pressing issues around the ways in which current educational policy positions, and may shape futures for, teachers’ work. The editors seek research from diverse international contexts which collectively engage with a range of theoretical and empirical perspectives. The central argument of papers should explicitly relate to the impact of present educational policy settlements on teachers’ work, and may address, in whole or in part, key aspects of the current climate such as the following:

Teachers’ work and wellbeing as subject to policy technologies of school choice, competition, autonomy, accountability, standards and regulation
The role of professional associations, trade unions, private providers and philanthropists on policies of teacher professionalization
Teacher value, expertise and professionalism in an age of populist educational policy and politics

Ultimately, this special issue asks what it means to be a teacher in current political contexts around the globe. We seek papers that engage with timely and significant questions about how teachers’ work is understood, experienced, and imagined from the perspective of and as subject to current educational policy settlements. In doing so, the articles in this issue should also consider how such work might be imagined differently.

Submission Information

Interested contributors are invited to submit 1000-word outlines/proposals aligned with the special issue themes for review by October 2, 2020 via the EPAA website, in the section Teachers and Educational Policy, and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.

Timeline

Submission of outlines/proposals (1,000 words): 2 October 2020

Invitation to submit a full paper: 6 November 2020

Submission of full papers: 7 May 2021

Editorial decisions: 2 July 2021

Submission of final papers: 3 September 2021

Expected publication date: 4 February 2022

Please direct any questions about this special issue to Meghan Stacey (m.stacey@unsw.edu.au).

CFP: International Migration and the Right to Education: Challenges for Facing Inequalities in Education Systems Policies

Education Policy Analysis Archives — 2020-06-19

EPAA/AAPE Call for Papers

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)

Topic: International Migration and the Right to Education: Challenges for Facing Inequalities in Education Systems Policies

Studies about international migrant students in primary school are increasingly frequent in the educational literature. There is a strengthening on the production of international scholarship that seek to guide the debate on international migration policies and the defense of the right to education as a fundamental human right regardless of status, citizenship, or the existence of official identity documents, a right guaranteed by the Universal Declaration of the Rights of the Child.

International migration processes are multiple and heterogeneous. The origins of migration are plural, as are the forms of reception in the countries of destination or transit. In the field of educational policy, researches observe that international migrant students may go through totally different schooling processes, with very different reception and permanence policies, depending on the school, education network or country in which they are.

In this heterogeneous and complex international context, we present the proposal of this dossier with the aim of contributing to an expanded reflection on the educational policies compared to international migrant populations in different countries, guaranteeing a multiplicity of voices, theoretical perspectives and fields of study.

Deadlines:

Submission of expanded abstracts: 17/07/2020

Selection of expanded abstracts: 27/07/2020

Submission of complete articles: 02/11/2020

Peer-review of articles: 02/12/2020

Articles reviewed sent to authors: 30/01/2021

Second revision by editors: 14/03/2021

Authors submit final version: 13/04/2021

Expected Publication: 13/05/2021

Submission Information: Interested contributors are invited to submit abstracts, with no more than 7500 characters spaces included. The abstracts must present theoretical approaches, methodologies, and research conclusions aligned with the special issue theme. Abstracts will evaluated in relation to their relevance regarding the scope of the journal, the theme of the dossier, and the quality of writing. All abstracts should be submitted electronically through the EPAA website, by selecting the section, International Migration and the Right to Education, from the dropdown menu, and follow the Journal’s submission guidelines at http://epaa.asu.edu/ojs/.

Please direct any questions about this special issue to the guest editors:

Ana Lorena de Oliveira Bruel (analorena@ufpr.br), Isabelle Rigoni (isabelle.rigoni@inshea.fr) et Maïtena Armagnague (maitena.armagnague@inshea.fr)

Chamada para Editores/as Convidados/as para Coordenar o Dossiê

Education Policy Analysis Archives — 2020-04-06

Chamada para Editores/as Convidados/as para Coordenar o Dossiê (edição especial) com EPAA / AAPE:

Migrantes, Diáspora e Refúgios: Responsabilidades dos Sistemas Educativos

________________________________________

Nossa equipe editorial está procurando pesquisador/a/es para coordenar o dossiê Migrantes, Diáspora e Refúgios: Responsabilidades dos Sistemas Educativos. A posição de editor/a/es convidado/a/es de um dossiê de EPAA/AAPE é uma distinção honorária reservada para profissionais que tenham trajetória de pesquisa e publicação em relação a temática, experiência na gestão de uma equipe editorial e familiaridade com a EPAA/AAPE como autoras/es (preferencialmente) ou revisoras/es. A revista está interessada em dossiês que gerem artigos criativos, relevantes e rigorosos.

Etapas para propor um dossiê:

Se você deseja enviar uma proposta para um dossiê, o processo é bastante simples:

Prepare um breve resumo (justificativa) para apresentar o tema, o foco e a relevância do dossiê (Formulário para envio de propostas). Os resumos serão avaliados pelos editores de AAPE, que farão a seleção daquele que entrará em processo de publicação.
Este resumo será anunciado na seção de comentários dos arquivos e enviado a todos os assinantes, com o cronograma e solicitação especial (por exemplo, edição em vários idiomas, coeditores, multimídia, etc. que você gostaria de destacar para orientar potenciais autores sobre submissões.
Envie sua proposta por e-mail aos Editores de Língua Portuguesa: Andréa Barbosa Gouveia (andrea-gouveia@uol.com.br), Maria Margarida Machado (mmm2404@gmail.com) e Márcia Pletsch (marciadenisepletsch@gmail.com).
Esperamos receber suas propostas! Agradecemos antecipadamente por trabalhar com a EPAA / AAPE e entre em contato com Andréa Barbosa Gouveia (andrea-gouveia@uol.com.br), Maria Margarida Machado (mmm2404@gmail.com) e Márcia Pletsch (marciadenisepletsch@gmail.com), se você tiver alguma dúvida ou precisar de ajuda adicional.

Cronograma

Chamada de propostas de editores dossiê		06/04/2020
Submissão de propostas de dossiês		03/05/2020
Seleção de proposta de editor(es) do dossiê		02/06/2020
Chamada de artigos (resumo ampliado)		17/06/2020
Submissão de resumo ampliado		17/07/2020
Seleção de resumos		16/08/2020
Recebimento do artigo		15/09/2020
Período de avaliação do artigo		15/10/2020
Revisões dos autores		13/01/2021
Revisão dos editores		14/03/2021
Entrega de versão final		13/04/2021
Diagramação e publicação		13/05/2021

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).

CFP DEADLINE EXTENDED July 15: Digital Society and Higher Education: Impact and Consequences for Policy

Education Policy Analysis Archives — 2020-02-24

EPAA/AAPE Call for Papers (Extended)

Digital Society and Higher Education: Impact and Consequences for Policy

Guest Editors: Germán Álvarez-Mendiola, Wietse de Vries, and Hans G. Schuetze
________________________________________

Special Topic: Digital Society and Higher Education: Impact and Consequences for Policy

Education Policy Analysis Archives (EPAA/AAPE) announces a call for papers for a special issue on the impacts of digital society on higher education and implications for education policy. With the focus on public and institutional policies and reforms and from a multidisciplinary perspective (theoretical and empirical), this special issue aims to discuss the consequences of the transition to digital society for higher education in topics such as:

• New sources and modes for research, e.g. big data, simulation, machine learning.
• New scientific disciplines and protocols.
• New ways to disseminate research, e.g. open access (MOOCs), the end of traditional academic journals and monographs, the role of intellectual capital and its distribution and protection in collective research and teaching.
• Consequences of the changing knowledge production on evaluation systems and academic careers, e.g. ‘impact’ factors and other tools of scientific metrics.
• Public and institutional policies for the use of information and communication technologies in face-to-face learning and online open programs.
• Governance in the digital HEIs: the place(s) of senates, departments, faculty unions, community interest groups, government and leadership.
• Policies to prevent, monitor and sanction plagiarism, forged data and other dishonest academic behavior.

The goal is to provide insights for researchers, higher education policymakers, and higher education leaders who seek to expand the understanding on the impacts of digital society on higher education, and to explore ways to impulse it, aiming to contribute to sustainable development and social justice in all countries. Authors should submit articles preferably in English, but articles in Spanish and Portuguese will also be accepted.

Submission Information: Potential authors should submit manuscripts by July 15, 2020, to the journal section, Digital Society and Higher Education, at http://epaa.asu.edu/ All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines.

Revised Calendar:

Submission deadline: July 15, 2020

Editorial decisions: October 30, 2020

Revised deadline manuscript: December 15, 2020

Anticipated publication: March 1, 2021

Please direct any questions about this special issue to the guest editors:

Germán Álvarez-Mendiola (Departamento de Investigaciones Educativas, Centro de Investigación y de Estudios Avanzados, Unidad Coapa) galvare@cinvestav.mx
Wietse de Vries (Benemérita Universidad Autónoma de Puebla) wietsedevries4@gmail.com
Hans G. Schuetze (Professor Emeritus, University of British Columbia) hans.schuetze@ubc.ca

CFP DEADLINE EXTENDED APRIL 3: Policy Implementation as an Instrument to Achieve Educational Equity in the Community College Context

Education Policy Analysis Archives — 2020-02-12

Call for Papers:

Policy Implementation as an Instrument to Achieve Educational Equity in the Community College Context

Guest Editors: Eric R. Felix (San Diego State University) and H. Kenny Nienhusser (University of Connecticut)

Topics: Education Policy Implementation; Educational Equity; Community College

Education Policy Analysis Archives calls for papers for a special issue that examines the role of policy implementation in the community college context and the ways reforms are enacted to achieve educational equity. Often considered the “open-access sector” of public higher education, community colleges continue to grapple with ways to advance educational equity.

Policy reforms have served as a primary vehicle for federal-, state-, system-, and institutional-level actors to craft and formulate initiatives that address pressing educational concerns in the community college context. In recent years, several initiatives have been developed to improve outcomes in community colleges. These include reforms addressing the barriers of basic skills (e.g., placement practices, co-requisite courses), improving the transfer process (e.g., guaranteed transfer degrees), transforming the ways academic and student services are provided (e.g., guided pathways), and revising funding mechanisms to provide greater access to underserved populations (e.g., racially/ethnically minoritized, low-income, rural, undocu/DACAmented).

Scholarship included in the special issue centers policy implementation within the community college context: how implementers think of policy and its intended change (e.g., individual sensemaking), the role institutional context plays (e.g., campus culture), sociopolitical environments, and the ability to achieve more equitable outcomes through policy reform. Reviewing recent studies on policy implementation, there is a clear need to understanding the multifarious factors underlying the process of implementing policies seeking complex change (Nienhusser, 2018). This special issue will build on research examining the role of contexts and how they shape the process of implementation seeking to understand the dynamics that facilitate, restrict, and at times compromise, the efforts of individual actors seeking to achieve greater educational equity (Koyama, 2015).

As a whole, we seek theoretical and empirical submissions that highlight the myriad ways policies seeking more equitable outcomes in the community college sector are understood, responded to, and enacted by implementers. The papers included will cover a breadth of critical contemporary topics that community colleges are grappling with while using a variety of methodological approaches and theoretical perspectives.

References

Koyama, J. (2015). When things come undone: The promise of dissembling education policy. Discourse: Studies in the Cultural Politics of Education, 36(4), 548-559. https://doi.org/10.1080/ 01596306.2015.977012

Nienhusser, H. K. (2018). Higher education institutional agents as policy implementers: The case of policies that affect undocumented and DACAmented students. The Review of Higher Education, 41(3), 423-453. https://doi.org/10.1353/rhe.2018.0014

About the Journal: EPAA/AAPE 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/Timeline: Interested contributors are invited to submit 300-500 word abstracts aligned with the special issue theme for review by April 3, 2020. All abstracts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines at http://epaa.asu.edu/ojs/.

Full manuscript invitations: late April, 2020

Full manuscript deadline: July 10, 2020

Editorial decisions: mid-September 2020

Final decisions: early December 2020

Publication date: January 2021

Please direct questions regarding this special issue to the guest co-editors:

Eric R. Felix, PhD, San Diego State University, efelix@sdsu.edu

H. Kenny Nienhusser, EdD, University of Connecticut, kenny.nienhusser@uconn.edu

PRORROGAÇÃO DE PRAZO DOSSIÊ PARA 10 DE JULHO: O Trabalho na Educação Superior

Education Policy Analysis Archives — 2019-05-14

EPAA/AAPE Chamada Dossiê

O TRABALHO NA EDUCAÇÃO SUPERIOR

Editores Convidados:

Deise Mancebo, Professora Titular da Universidade do Estado do Rio de Janeiro, atuando no Programa de Pós-Gradução em Políticas Públicas e Formação Humana. E-mail: deise.mancebo@gmail.com

Denise Bessa Leda, Professora Adjunta da Universidade Federal do Maranhão, atuando no Programa de Pós-Graduação em Psicologia. E-mail: denise.bessa.leda@gmail.com

Carla Vaz dos Santos Ribeiro, Professora Adjunta da Universidade Federal do Maranhão, atuando no Programa de Pós-Graduação em Psicologia. E-mail: carlavazufma@gmail.com

Proposta de Dossiê

Os dilemas do trabalho na educação superior encontram-se absolutamente imbricados com a complexa conjuntura econômica e política vivida mundialmente. Tal conjuntura, dentre outros aspectos, visa à redução fantástica do custo do trabalho vivo, bem como ao congelamento de gastos com a educação (entre outros setores), carreando profundos impactos para os que atuam nas instituições de educação superior e para o próprio funcionamento destas. Esse panorama, sustentado por todo um ordenamento jurídico, que devasta a legislação social protetora do trabalho, atende às atuais exigências do capitalismo financeiro, privatizando o sistema e mercantilizando as instituições, fazendo-se acompanhar, ademais, de forte conservadorismo e de ameaças à liberdade de pensamento.

O presente dossiê acolherá artigos inéditos, resultantes de pesquisa, que problematizem o trabalho na educação superior, podendo incidir sobre: a contrarreforma no mundo do trabalho; a legislação recentemente aprovada sobre o tema; a reversão de direitos dos trabalhadores desse campo, concernentes à remuneração, carreira, jornadas de trabalho, autonomia, estabilidade; as novas tendências do trabalho nos setores público e privado, especialmente, os impactos do uso do trabalho terceirizado e intermitente nas instituições de educação superior; o trabalho freneticamente intensificado na pós-graduação; as consequências sobre o ensino e a produção de conhecimento; as novas problemáticas que vêm se impondo ao sindicalismo; a aposentadoria e os impactos de todas essas mudanças na própria subjetividade dos trabalhadores, com eventuais efeitos de adoecimento.

Os temas possíveis de serem desenvolvidos são muitos, e com o seu desenvolvimento objetiva-se, em linhas gerais, que o dossiê possa contribuir para a análise da grave situação de espoliação de direitos e de ataque ao trabalho. Pretende-se, ademais, que as reflexões propiciadas subsidiem novas investigações e pesquisas sobre a exacerbação do processo de precarização e intensificação do trabalho na educação superior e suas inomináveis repercussões.

Cronograma:

Submissão de artigos: até 10 de julho de 2019 (Prorrogação)

Período de avaliação: até 30 de agosto de 2019

Revisões: até 30 de setembro de 2019

Entrega de versão final: até 15 de novembro de 2019

Diagramação e publicação: 20 de janeiro de 2020

Idiomas para envio de artigos: Português, Espanhol e Inglês

Call For Papers: Policies and Practices of Promise in Teacher Evaluation

Education Policy Analysis Archives — 2019-04-17

EPAA/AAPE Call for Papers

Policies and Practices of Promise in Teacher Evaluation

Guest Editor: Audrey Amrein-Beardsley, Arizona State University

Special Topic: Policies and Practices of Promise in Teacher Evaluation

In January of 2016, former President Barack Obama signed into law the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB, 2001), in many ways to undo the adverse effects caused by the accountability tenets written into NCLB, as well as the federal Race to the Top (2011) legislation that followed.

While ESSA is not without controversy, pertinent to this special issue is that ESSA has returned responsibility for measuring student, teacher, and school performance back to states. Although states are still required to test students annually as per NCLB’s earlier provisions, and report on these indicators by race, income, ethnicity, disability, etc., states can now decide how and to what extent states (and districts) might or might not value or weight students’ test scores as components of their revised teacher evaluation policies and systems.

Likewise, the educational policies, systems, and practices surrounding teacher evaluation are now changing (Close, Amrein-Beardsley, & Collins, 2018), again, because ESSA has allowed states to recover authorities over this area. Hence, it is the purpose of this special issue, titled: Policies and Practices of Promise in Teacher Evaluation Promise to capture how the teacher evaluation situation is, indeed, changing and ideally changing for the better post-ESSA.

This special issue will bring together scholars and practitioners researching, implementing, and assessing such changes or innovations in teacher evaluation policies and practices, all the while drawing upon diverse theoretical, methodological, and conceptual perspectives. Accordingly, contributors to this special issue will shed light on new policies and practices of promise, in the United States and beyond, whether theoretical, empirically examined, or in practice and in need of empirical examination, via a set of peer-reviewed (1) theoretical commentaries (no more than 2,000 words not including references), (b) empirical articles (no more than 8,000 words not including references), or (c) conceptual and “from the field” commentaries (no more than 2,000 words not including references), respectively. All authors must present or discuss teacher evaluation policies and practices that move (well) beyond high-stakes teacher evaluation systems as solely or primarily based on teachers’ impacts on growing their students’ large-scale test scores over time.

Interested contributors are invited to submit (1) their curriculum vitas (CVs) or resumes, along with (2) an extended abstract as aligned with the special issue theme and noted as a submission that is (a) theoretical, (b) empirical, or (c) conceptual and “from the field” as described prior. Extended abstracts should be no more than three single-spaced pages and include an abstract; a purpose statement; a theoretical, conceptual, or literature-based lens; a methods section (for empirical articles only); a findings section (for empirical articles only); conclusions; a section on implications for policy; and references. Submissions should also include the names of three “accessible” and potential peer reviewers (with their emails, titles, and affiliations). Please note, however, that should authors’ submissions make it past initial review, the recommended peer reviewers will not review the recommenders’/submitting authors’ documents in order to keep the peer review process double-blinded.

References

Close, K., Amrein-Beardsley, A., & Collins, C. (2018). State-level assessments and teacher evaluation systems after the passage of the Every Student Succeeds Act: Some steps in the right direction. Boulder, CO: Nation Education Policy Center (NEPC). Retrieved from http://nepc.colorado.edu/publication/state-assessment

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115 Stat. 1425. (2002). Retrieved from http://www.ed.gov/legislation/ESEA02 /

Race to the Top Act of 2011, S. 844—112th Congress. (2011). Retrieved from http://www.govtrack.us/congress/bills/112/s844

About the Journal: Celebrating its 26^th year, EPAA/AAPE 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 documents must be submitted for editorial review by guest editor Audrey Amrein-Beardsley (who is also the Lead Editor of EPAA/AAPE) by May 31, 2019. To submit, you must register as an author on the journal website at https://epaa.asu.edu/ojs/index.php/epaa/user/register. After registering, when you log into the website, the submission portal [New Submission] will be on the right side of the page. When submitting your abstract, please select the journal section Policies and Practices of Promise in Teacher Evaluation in Step 1. Please also please any names of reviewers (they may already be EPAA reviewers or not) that would be qualified to review this theme.

Timeline

Abstracts submitted for guest editor review: May 31, 2019

Full manuscripts and commentaries invited: June 30, 2019

Manuscripts submitted for peer and guest editor review: August 31, 2019

Peer reviews of manuscripts completed: November 30, 2019

Revisions and resubmissions of manuscripts completed: January 31, 2020

Manuscripts proofs completed: February 29, 2020

Issue ready for publication: April 1, 2020

Questions concerning this call for papers should be directed to Audrey Amrein-Beardsley at audrey.beardsley@asu.edu

CFP DEADLINE EXTENDED TO JUNE 15: Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements

Education Policy Analysis Archives — 2019-04-11

Call for Papers

Learning Assessments for Sustainability?

Exploring the Interaction between Two Global Movements

Guest Editors: Oren Pizmony-Levy (Teachers College, Columbia University) or Dafna Gan (Kibbutzim College of Education, Technology and the Arts)

Education Policy Analysis Archives (EPAA/AAPE) announces a call for papers for a special issue exploring the interaction between two global movements that have emerged over the past three decades: the sustainability movement and the learning assessments movement. The sustainability movement seeks to improve quality of life while balancing four interdependent pillars: society, environment, culture and economy. The sustainability movement is evident in the adoption of the United Nations Sustainability Development Goals (SDGs) and in the recent wave of students’ climate strikes worldwide. The learning assessments movement champions the use of test-based accountability and learning outcomes as a fundamental element of the education policy and decision making process. What started as a comparative research project in the late 1950s is now a robust organizational field that includes international large-scale assessments, regional and national assessments. Although these movements vary in their level of organization, both of them represent different agendas that are coalescing around two distinct ideas.

The sustainability movement and the learning assessments movement do not operate in vacuum. Rather, they work simultaneously and affect each other. For this Special Issue we are seeking manuscripts that engage both global movements. This could include critical discourse analysis of the extent to which international large-scale assessments (ILSAs; e.g., TIMSS, ICCS, and PISA) engage with sustainability-related topics; secondary analysis of assessment data to study students’ engagement with sustainability; exploration of the unintended consequences of test-based accountability on the ways in which national education systems engage with environmental education; and cross-national analysis of educational outcomes and environmental outcomes.

Submission Information/Timeline: Interested contributors should submit their 400-word abstract by June 1, 2019, to the special issue section, Learning Assessments for Sustainability, at http://epaa.asu.edu. All manuscripts should be submitted electronically through the EPAA website and follow the Journal's submission guidelines.

Abstract submission deadline: June 15, 2019 (EXTENDED)

Deadline for communicating decisions about abstracts: July 15, 2019

Invited article submission deadline: September 1, 2019

Deadline for sending decision letters and reviews: November 1, 2019

Deadline for receiving revised manuscripts: January 1, 2020

Anticipated publication: March 2020

Please direct any questions about this Special Issue to: Oren Pizmony-Levy (op2183@tc.columbia.edu) or Dafna Gan (dafna.gan@smkb.ac.il).

CFP/Chamada Dossiê: Educação e Povos Indígenas - Identidades em Construção e Reconstrução

Education Policy Analysis Archives — 2019-04-01

EPAA/AAPE CHAMADA DOSSIÊ:

Educação e Povos Indígenas - Identidades em Construção e Reconstrução

Editores Convidados: Kaizô Iwakami Beltrão (EBAPE FGV) e Juliane Sachser Angnes (UNICENTRO; PPGE UNICENTRO; PPGADM UNICENTRO)

O Censo de 2010 registrou uma população indígena de 896.917 indivíduos, sendo que 57,7% residiam em terras indígenas. A população indígena apresentou em 2010 uma taxa de alfabetização e nível educacional abaixo do resto da população. O Censo de 2010 levantou também a informação de etnia e, foram contabilizadas 305 (considerou-se etnia ou povo a comunidade definida por afinidades linguísticas, culturais e sociais), ainda que somente cerca de 3/4 soubesse informar o nome da etnia. Neste mesmo censo, foram contabilizadas 274 línguas faladas no Território Nacional, excluindo aquelas originárias de outros países como o Quéchua e o Aymará.

Somado a isso, o Censo escolar levanta informações sobre “Materiais didáticos específicos para atendimento à diversidade sociocultural”, inclusive para as populações Indígenas. O censo informa que:

A educação escolar indígena é oferecida exclusivamente para estudantes indígenas, por professores prioritariamente indígenas oriundos das respectivas comunidades. As escolas indígenas estão localizadas em terras ocupadas por comunidades indígenas, independentemente da situação de regularização fundiária, que podem se estender por territórios de um ou mais estados, ou em municípios contíguos. As atividades de aprendizagem são desenvolvidas nas línguas maternas das comunidades, sejam estas línguas indígenas ou língua portuguesa (Resolução CNE/CEB nº 5/2012). As escolas indígenas são consideradas pelo CNE (Resolução CNE/CEB nº 3/1999) uma categoria específica de estabelecimento escolar de ensino e, por isso, possuem autonomia pedagógica, organizativa e gerencial.

Com esta autonomia pedagógica, no entanto, cada etnia, em consonância com os Art. 7, 27 e 28 da Convenção 169 da OIT, deve se encarregar de conceber o seu próprio projeto educacional. O Censo da Educação Básica, no Anexo, lista 310 línguas que poderiam ser utilizadas nas salas de aula. Com tanta diversidade, observa-se que ainda faltam profissionais indígenas capacitados, com algumas exceções, para desenvolver os projetos. Um outro problema recorrente é o material escrito. Como estas línguas são principalmente de tradição oral, não existe, na maioria dos casos, material didático, regras estabelecidas de ortografia para a transliteração, dicionários, gramáticas e um corpus literário. Todavia, com o avanço da tecnologia, os alunos esperam um corpus literário e outras funções como jogos, websites de venda e de interação social, acessível e disponível na internet, para lhes reforçar com a visibilidade, a utilização e aplicabilidade da língua.

Neste sentido, este dossiê se propõe a reunir artigos e estudos que vislumbrem experiências dos povos indígenas na tarefa de satisfazer suas necessidades específicas na educação escolar indígena e da educação indígena, incorporando a partir disso, sua história, crenças, sistema de valores e cultura organizacional. A trajetória sócio-histórica para que os povos indígenas possam conquistar sua autonomia pedagógica envolve a apropriação dos processos educativos que se encontram vinculados tanto a educação escolar indígena, quanto a educação indígena (processos próprios de aprendizagem). Para os povos indígenas, este caminho poderia parecer simples, em um primeiro momento, em razão do novo paradigma da educação escolar indígena que privilegia a diversidade cultural. Entretanto, à medida que os indígenas avançam em direção à consecução dos seus próprios projetos de conquista esbarram em várias questões de ordem burocráticas e dificultosas.

Sendo assim, este dossiê em particular, vai priorizar textos teóricos, relatos, vivências e análises de experiências em escolas e outras organizações indígenas, dando preferência para resultados que envolvam alunos utilizando material específico e não específico, bem como, de programas para relatar a história dos diferentes povos/nações indígenas (para indígenas e não indígenas), análises de políticas públicas relacionadas, experiências de consolidação de registros escritos, de transliteração, de gramáticas, literatura em línguas nativas, materiais didáticos, formação de professores, impactos de eventuais políticas nos conflitos e nas identidades de lideranças, entre outros, numa perspectiva mais decolonial da realidade.

A partir disso e considerando que outros países da América Latina têm uma vasta contribuição sobre o tema, textos sobre estas experiências também são bem-vindos.

Cronograma:

Submissão de artigos: até 30/05/2019

Período de avaliação: até 30/07/2019

Revisões: até 30/08/2019

Entrega de versão final: até 15/10/2019

Diagramação e publicação: até 20/12/2019

Idiomas para envio de artigos: Português e Espanhol

Editores Convidados: Kaizô Iwakami Beltrão (EBAPE FGV; kaizo.beltrao@gmail.com)

Juliane Sachser Angnes (UNICENTRO; PPGE UNICENTRO; PPGADM UNICENTRO; julianeangnes@gmail.com)

arquivos analíticos de políticas educativas

Revista acadêmica, avaliada por pares, independente, de acesso aberto, e multilíngue

http://epaa.asu.edu/ojs/

2018 Annual Report

Education Policy Analysis Archives — 2018-12-31

EPAA/AAPE 2018 YEAR IN REVIEW

Dear EPAA/AAPE Community,

2018 was a year of excellence! Join us as we celebrate the highlights of the year, reaffirming our values and our commitment to rigorous, relevant, and inclusive scholarship on education policy.

WE VALUE OPEN ACCESS.

In 2018, we published 168 peer-reviewed articles, including 81 stand online articles, 5 commentaries, 8 special issues with 82 contributions, and 10 video commentaries, all at no cost to readers of authors.

WE VALUE COLLABORATION.

In 2018, 21 editors from 8 countries and over 350 peer reviewers work with 271 authors to bring their education policy scholarship to over 8,200 readers in three languages: English, Portuguese, and Spanish.

WE VALUE INNOVATION.

Publishing cutting-edge work is our specialty, from special issues on education policy in a post-truth era and the policy implication of educational technology to groundbreaking articles on exclusion and segregation in schools and the privatization and marketization of education worldwide.

WE VALUE IMPACT.

In 2018, EPAA/AAPE was #3 in the education policy category and the highest ranked OA education policy journal, according to Google Scholar.

EPAA/AAPE articles have received more than 7,000 citations since 2012.

WE VALUE YOUR SUPPORT.

Thank you for your role in EPAA/AAPE’s success. If you have not published with us yet, consider submitting a manuscript or special issue topic in 2019.

CFP/Chamada Dossiê: Politicas Públicas em Educação Especial em Tempos de Ditadura

Education Policy Analysis Archives — 2018-12-12

EPAA/AAPE Chamada Dossiê

Politicas Públicas em Educação Especial em Tempos de Ditadura

Editores Convidados:

Katia Regina Moreno Caiado - Professora Associada do Programa de Pós-Graduação em Educação Especial da Universidade Federal de São Carlos (UFSCar), Campus Sorocaba/SP.

Maria Edith Romano Siems -Marcondes. Professora do Centro de Educação da Universidade Federal de Roraima (UFRR), Boa Vista/ RR.

Marcia Denise Pletsch – Professora Associada do Programa de Pós-Graduação em Educação, Contextos Contemporâneos e Demandas Populares da Universidade Federal Rural do Rio de Janeiro (PPGEduc/UFRRJ), Nova Iguaçu/RJ.

Proposta de Dossiê: Politicas públicas em Educação Especial em tempos de ditadura

As pesquisas sobre a história, políticas e práticas na Educação Especial têm crescido e se consolidado de maneira significativa nas últimas décadas no Brasil e no exterior. Estudos sobre a história da Educação Especial trazem o desafio de manter interlocução com outras áreas de investigação que buscam compreender a história da educação em seus contextos nacional e internacional, dando destaque às lutas por direitos das pessoas que conformam o público da Educação Especial. Num período em que conquistas democráticas e civilizatórias estão ameaçadas, é fundamental trazer à discussão estudos sobre a constituição da Educação Especial como campo de reflexão e de políticas públicas. Foi durante a ditadura civil militar no Brasil (1964 a 1985) que a Educação Especial se institucionalizou. Trata-se de um período ainda muito recente que tem suscitado um conjunto de novas pesquisas sobre diferentes aspectos, como a relação entre o Brasil e os organismos internacionais, a estruturação da Educação Especial no bojo mais amplo de reformas educacionais, a articulação entre entidades públicas e privadas no oferecimento de serviços em Educação Especial, o tipo de formação de professores predominante, entre outros.

Por tudo isso, este dossiê tem como objetivo apresentar análises sobre as dimensões da história, da política e da gestão da Educação Especial durante o período do regime militar (1964-1985) no Brasil, focando a formação de professores, o papel dos organismos internacionais, a relação entre o público e o privado, o papel desempenhado pela filantropia, assim como a estruturação e elaboração das politicas educacionais no país. Igualmente, pretende problematizar o papel de diferentes atores políticos e sociais que participaram da institucionalização da Educação Especial no contexto brasileiro, evidenciando debates teóricos e políticos que influenciaram as escolhas da época, bem como apresentar percursos históricos de instituições escolares e não escolares que se destacaram no período abrangido pelo dossiê. Por fim, almeja também apresentar estudos relevantes de casos internacionais que estabeleçam uma interlocução com essas discussões abordadas para o caso brasileiro, contribuindo assim para a construção de comparações históricas e avanços teórico-metodológicos na área de Educação Especial.

Cronograma:

Submissão de artigos: até 28 de fevereiro de 2019

Período de avaliação: até 1 de março até 10 de abril de 2019

Revisões: até 30 de abril de 2019

Entrega de versão final: até 1 de junho 2019

Diagramação e publicação: até 30 de agosto de 2019

Idiomas para envio de artigos: Português, Espanhol e Inglês

Editores Convidados:

Katia Regina Moreno Caiado - Professora Associada do Programa de Pós-Graduação em Educação Especial da Universidade Federal de São Carlos (UFSCar), Campus Sorocaba/SP. caiado.katia@gmail.com

Maria Edith Romano Siems -Marcondes. Professora do Centro de Educação da Universidade Federal de Roraima (UFRR), Boa Vista/ RR, edith.romano@ufrr.br

arquivos analíticos de políticas educativas

Revista acadêmica, avaliada por pares, independente, de acesso aberto, e multilíngue

http://epaa.asu.edu/ojs/

Call for Papers: Understanding Policy Networks

Education Policy Analysis Archives — 2018-12-05

Call for Papers

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)

Topic: Understanding Policy Networks: Social Network Analysis as a Tool to Visualize and Predict the Politics of Education from the Local to the National Level

Education Policy Analysis Archives calls for papers for a special issue exploring the utility of social network analysis as a tool to examine policy networks. Policy networks have become increasingly important to policymaking over the last several decades, as policymaking has become an expanded enterprise composed of a nebulous array of individuals, non-governmental organizations, philanthropies, and corporations (Bevir & Richards, 2009; Castells, 1996; Eggers & Goldsmith, 2003). While social network analysis (SNA) is a powerful tool for understanding the politics and power relationships embedded within policy networks, the number of studies applying the tools of social network analysis to understanding policy networks in education is relatively small (e.g., Au & Ferrare, 2014; Hodge, Salloum, & Benko, 2016; Reckhow, 2013; Viseu & Carvalho, 2018).

We envision that manuscripts for this special issue would use SNA to examine the policy networks involved in contentious educational issues in the current political climate. In the U.S. context, potential topics might include how the presidency of Donald Trump will shape the implementation of education policies such as ESSA, IDEA, restorative justice, and the Common Core. We are eager to include papers with an international orientation as well. We hope that manuscripts will utilize innovative, mixed methods tools for network analysis, such as the Discourse Network Analyzer (Leifeld, 2017) and predictive techniques appropriate for network data, such as Quadratic Assignment Procedure (QAP) regression. Using the tools of social network analysis to empirically describe and predict how policy networks provides an way to make power and influence in policy formation and implementation visible and better evaluate policy networks’ influence on equitable education policies.

References

Au, W., & Ferrare, J. J. (2014). Sponsors of policy: A network analysis of wealthy elites, their affiliated philanthropies, and charter school reform in Washington State. Teachers College Record, 116(11), 1–24.

Bevir, M., & Richards, D. (2009). Decentring policy networks: A theoretical agenda. Public Administration, 87(1), 3–14.

Castells, M. (1996). The information age: Economy, society and culture: Vol. I. The rise of network society. Malden, MA: Blackwell.

Eggers, W., & Goldsmith, S. (2003). Networked government. Government Executive, 35(7), 28–33.

Hodge, E. M., Salloum, S. J., & Benko, S. L. (2016). (Un)Commonly connected: A social network analysis of state standards resource for English/language arts. AERA Open, 2(4), 1–19.

Leifeld, P. (2013). Reconceptualizing major policy change in the advocacy coalition framework: A discourse network analysis of German pension politics. Policy Studies Journal 41(1), 169–198.

Reckhow, S. (2013). Follow the money: How foundation dollars change public school politics. New York: Oxford University Press.

Viseu, S., & Carvalho, L. M. (2018). Think tanks, policy networks and education governance: The rising of new intra-national spaces of policy in Portugal. Education Policy Analysis Archives, 26(108), http://dx.doi.org/10.14507/epaa.26.3664.

Submission Information/Timeline: Interested contributors are invited to submit 400-word abstracts aligned with the special issue theme for review by February 1, 2019. All abstracts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines at http://epaa.asu.edu/ojs/.

400-word Abstract Deadline: February 1, 2019

Selected Authors Notified: March 1, 2019

Invited Submission Deadline: May 30, 2019

Anticipated Publication: March 2020

Guest Co-Editors: Emily Hodge, Assistant Professor, Montclair State University (hodgee@montclair.edu), Joshua Childs, Assistant Professor, University of Texas at Austin (joshuachilds@austin.utexas.edu), Wayne Au, Professor, Professor and Interim Dean of Diversity & Equity, Chief Diversity Officer, University of Washington Bothell (wayneau@uw.edu)

Call for Papers: Standards and Competency Frameworks for School Administrators: Global, Comparative and Critical Perspectives

Education Policy Analysis Archives — 2018-08-14

Call for Papers:

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)

Education Policy Analysis Archives calls for papers for a bilingual (English/Spanish) special issue whose aim is to examine standards and competency frameworks for school administrators from global, comparative, and critical perspectives.

The adoption of standards of leadership practice for school administrators has become a widespread practice in many jurisdictions around the globe (Pont, 2013; Riveros, Verret & Wei, 2016). Evidence of this global trend has been documented and analyzed by an emerging body of empirical research that has mainly focused on the role of the standards in the preparation, selection, evaluation, and practice of school administrators (Ingvarson, Anderson, Gronn, & Jackson, 2006). Despite the differences between national contexts, and the lack of consensus in the literature about the nature and purposes of leadership in education (Gunter, 2005; Heck & Hallinger, 2005; Niesche, 2018), notable similarities could be seen amongst these frameworks. For instance, the review conducted by Pont (2013), noted that standards tend to frame the work of administrators in terms of establishing a guiding mission; generating the organizational conditions to carry out the mission; fostering harmony between stakeholders; developing the self and others; and conducting pedagogical management. These coincidences are certainly not a random occurrence. In the era of neoliberal globalization, education policy discourses travel from one place to another; they are transferred, borrowed and appropriated (Wei, 2017). For instance, one key discourse that is echoed in these policy documents rests on the idea that leadership has the power to improve education and bring about high rates of student achievement (Murphy, 2017). The global pervasiveness of these policies and the similarities between the discourses that they promote, invite a critical interrogation of the nature and possible consequences of this trend. Aiming to provide a critical and comparative exploration of this “leadership turn” in education reform, this special issue of EPAA/AAPE invites empirical or conceptual contributions that explore the nature and the adoption of leadership standards as a global phenomenon and/or as a situated practice in specific jurisdictions around the globe.

. . . . .

La adopción de estándares de gestión educativa se ha convertido en una práctica generalizada en muchos países alrededor del mundo (Pont, 2013; Riveros, Verret & Wei, 2016). Esta tendencia global ha sido evidenciada y documentada en estudios empíricos que se han concentrado fundamentalmente en la aplicación de los estándares en la preparación, selección, evaluación y el practica profesional en gestión educativa (Ingvarson, Anderson, Gronn, & Jackson, 2006). A pesar de las diferencias entre contextos nacionales y la falta de consenso en la literatura acerca de la naturaleza y propósitos de la gestión educativa (Gunter, 2005; Heck & Hallinger, 2005; Niesche, 2018), notables similitudes pueden observarse en estos modelos. Por ejemplo, Pont (2013), en su revisión de la literatura, encontró que los estándares representan la labor de los gestores educativos en términos de establecer la misión, la generación de condiciones organizacionales, el llevar a cabo la misión, promover la armonía entre los miembros de la comunidad educativa, el desarrollo intra e inter personal y la supervisión pedagógica. Estas coincidencias no son casualidad. En la era de la globalización neoliberal, los discursos de política educativa viajan de un lugar a otro, son transferidos, prestados y apropiados (Wei, 2017). Un claro ejemplo de los discursos que son promovidos en estos modelos es la idea de que la gestión educativa tiene la capacidad de mejorar la educación y promover el logro educativo (Murphy, 2017). La generalización a escala global de estas iniciativas y las similitudes entre los discursos que estas políticas promueven, invitan una interrogación crítica acerca de la naturaleza y las posibles consecuencias de estos modelos. Con el propósito de ofrecer una exploración de este “giro hacia la gestión” en la reforma de la educación, este numero especial del EPAA/AAPE invita contribuciones empíricas o conceptuales que exploren la naturaleza y la adopción de estándares de gestión educativa como fenómeno global o como una practica situada en países o jurisdicciones especificas.

References:

Gunter, H. M. (2005). Conceptualizing research in educational leadership. Educational Management Administration & Leadership, 33(2), 165-180.

Heck, R. H., & Hallinger, P. (2005). The study of educational leadership and management: Where does the field stand today? Educational Management Administration & Leadership, 33(2), 229- 244.

Ingvarson, L., Anderson, M., Gronn, P., & Jackson, A. (2006). Standards for school leadership: A critical review of literature. Australian Institute for Teaching and School Leadership (ACER).

Murphy, J. F. (2017). Professional Standards for Educational Leaders: The Empirical, Moral, and Experiential Foundations. Thousand Oaks, CA: Corwin.

Niesche, R. (2018). Critical perspectives in educational leadership: A new 'theory turn'? Journal of Educational Administration and History, 50(3), 145-158.

Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study (No. 99). OECD Working Papers. Centre of Study for Policies and Practices in Education. Chile: OECD Publishing.

Riveros, A., Verret, C., & Wei, W. (2016). The translation of leadership standards into leadership practices: A qualitative analysis of the adoption of the Ontario Leadership Framework in urban schools. Journal of Educational Administration, 54(5), 593-608.

Wei, W. (2017). Education policy borrowing: Professional standards for school leaders in China. Chinese Education & Society, 50(3), 181-202.

About the Journal: Celebrating its 25^th year, EPAA/AAPE 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: Interested contributors are invited to submit 500-word abstracts aligned with the special issue themes for review by September 15, 2018. All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.

Timeline

Submission of abstracts: September 15, 2018

Invitation to submit a full paper: November 15, 2018

Submission of full papers: March 1, 2019

Paper feedback plus editorial comments/suggestions: May 30, 2019

Submission of final papers: July 30, 2019

Expected publication date: October 2019

Contact Information: Augusto Riveros, Western University, gus.riveros@uwo.ca or Wei Wei, Western University, wwei32@uwo.ca

Call for Papers: Policies for Management of Compulsory Public Education in Ibero-America

Education Policy Analysis Archives — 2018-06-19

Special Topic: Policies for Management of Compulsory Public Education in Ibero-America: Main Debates and Challenges

Education Policy Analysis Archives (EPAA/AAPE) announces a call for a special issue exploring policies for management of compulsory public education in Ibero-America. The substantive idea is to identify the main characteristics, trends, problems and challenges facing, and possibly to face, compulsory public education in the coming decades. What has been propositionally defined as a cycle of policies in an uncertain scenario, compulsory public education in Ibero-America has been increasingly influenced by new and powerful social demands, a making of the State with different parameters from those of the last years, and with some exceptions, a decline in traditionally public schooling, in favor of what has been called private education with public financing.

The current decade has been characterized by a large and diverse set—not always articulated—proposals for educational policy in the field of management of the public education systems, in parallel with various policies concerning the massification and universalization of education, the integration and attention to diversity, and strong demands for quality results, an area of great dissatisfaction. Furthermore, processes of globalization have had a less direct influence on the multilateral agencies as they attempt to standardize systems, while at the same time, have increased the number of proposals in various territories. These developments present contradictions for researchers, policymakers, practitioners, and the general public.

Although massive criticisms of and disagreements about compulsory school system in Latin America are increasingly widespread, the region shares – to an important degree- significant expectations about the capacity for education to provide a solution to the main disjunctive of society currently: the construction of a social pact (governance), the role of the State in this new governance, and its associated labor development. This special issue hopes to shed light on this situation in the macro-region of Ibero-America, including but not limited to Portugal, Spain, Brazil, Argentina, Mexico, Colombia, Peru, Chile; Uruguay, Bolivia, Ecuador, Costa Rica, and Panama. Submissions should seek to analyze policies and policy cycles using exploratory and/or comparative frameworks with strong empirical and theoretical foundations, that also emphasize expected and achieved results.

Submissions will be accepted in the following languages: English, Español, and Portuguese

Submission Information: All materials 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.

Timeline

Submit 500-word abstracts: August 16, 2018

Invitation to submit full manuscripts: September 20, 2018

Full manuscript submissions: November 30, 2018

Revised manuscript submissions: by February 28, 2019

Anticipated publication: May 2019

Questions concerning this call for papers should be directed to Sebastián Donoso (Universidad de Talca – Chile, donoso.sebastian@gmail.com) or Ângelo Ricardo de Souza (Universidad Federal de Paraná, Brasil, angelosou@gmail.com) or Joaquín Gairín (Universidad Autónoma de Barcelona, joaquin.gairin@uab.cat)

Call for Papers: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through Education

Education Policy Analysis Archives — 2018-06-14

Special Topic: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through Education

Guest-editors: D. Brent Edwards Jr. & Alexander Means

Education Policy Analysis Archives (EPAA/AAPE) announces a call for papers for a special issue that brings together education scholars who are working on new aspects of the intersection and the implications of globalization, privatization, and marginalization. While globalization’s relationship to education has been of great interest to scholars (Dale, 1999; Rizvi & Lingard, 2009; Verger, Novelli, & Kosar-Altinyelken, 2018), and while the relationship between globalization and various forms of privatization has received attention (Adamson, Astrand, & Darling-Hammond, 2016; Ball, 2012; Carnoy, 1999; Verger, Lubienski, & Steiner-Khamsi, 2016), we seek to extend scholarship in these areas by depicting the current connections and continuing consequences of both globalization and privatization for marginalization in/through education, as well as the ways in which the latter (marginalization) creates opportunities for the former (globalization and privatization). Exploring the relationships among globalization, privatization, and marginalization is vitally important for scholars not only because they are related in multiple yet, we argue, insufficiently understood ways, but also because their relations have real consequences for education policy and practice and for the exacerbation of marginalization itself in and through education.

Thus, this special issue seeks papers based on recent research that address the contemporary and developing connections among globalization, privatization, and marginalization and their consequences for/through education. Papers may address such topics as:

- The strategies that various organizational and political actors employ as they operate across multiple scales from the global to the local to advance the agenda to privatize education and the ways that this is related to marginalization.

- The ways that contexts of crisis and/or marginalization serve points of insertion or advancement for private actors to engage in education policy and/or to introduce privatization reforms.

- The consequences of globalization and educational privatization for various forms of marginalization and discrimination (e.g., socio-economic segregation, racial segregation, discrimination on the basis of disability, spatial marginalization, gender discrimination, marginalization of adult education, discrimination of teachers and the impoverishment of their working conditions, or the marginalization of education systems in national and global contexts, etc.).

- The operation and implications of educational privatization models and strategies in marginalized contexts, including such models as vouchers, charter schools, low-fee private schools, tax deductions for private education, etc.

Although papers may focus primarily on one or two of the three dimensions of interest, the papers should be framed and discussed in ways that show their relevance for the triple intersection of globalization, privatization, and marginalization. Papers will only be accepted in English.

References

Adamson, F., Astrand, B., & Darling-Hammond, L. (Eds.) (2016). Global education reform: How privatization and public investment influence education outcomes. London: Routledge.

Ball, S. (2012). Global education Inc. New York: Routledge

Carnoy, M. (1999). Globalization and educational reform: What planners need to know. Paris: UNESCO IIEP.

Dale, R. (1999). Specifying globalization effects on national policy: A focus on the mechanisms, Journal of Education Policy, 14(1), 1-17.

Rizvi, F., & Lingard, B. (2009). Globalizing education policy. New York: Routledge.

Verger, A., Lubienski, C., & Steiner-Khamsi, G. (Eds.) (2016). World Yearbook of Education 2016: The Global Education Industry. New York: Routledge.

Verger, A., Novelli, M., & Kosar-Altinyelken, H. (Eds.) (2018). Global education policy and international development: New agendas, issues, and policies. (2nd ed.) New York: Bloomsbury.

Submission Information: Potential authors should submit a 500-word abstract (including proposed title) by July 15, 2018, to the journal section, Globalization, Privatization, Marginalization, at http://epaa.asu.edu/ All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines.

Timeline

Abstract submission deadline: July 15, 2018

Invitations to submit manuscripts: July 31, 2018

Invited article submission deadline: October 31, 2018

Anticipated publication: March 2019

Please direct any questions about this special issue to D. Brent Edwards Jr (University of Hawaii, dbrente@gmail.com) or Alexander Means (University of Hawaii, alexmeans1@gmail.com)

Call for Papers: The Construction of Knowledge in Higher Education Studies: A Southern Perspective

Education Policy Analysis Archives — 2018-03-20

Special Issue Topic: The construction of knowledge in higher education studies: A Southern perspective

Guest Editors: José Joaquín Brunner (Universidad Diego Portales) and Carolina Guzmán-Valenzuela (Universidad de Chile)

Education Policy Analysis Archives (EPAA/AAPE) calls for papers for a special issue whose aim is to problematize policies in the construction of knowledge in higher education studies with a special focus on the South and Latin America.

Higher education, as an area of study, has been developing since the 1960s, (Brunner, 2009; Khem, 2015; MacFarlane & Grant, 2012; Teichler, 2000, 2005; Tight, 2012, 2013, 2015) especially in Anglo-Saxon countries. Although in Latin America, there has been an interest in higher education for the last 100 years—with academic work being largely in book form—only recently has higher education studies emerged as an area of study as such. Particularly, in the last decade, journal papers in higher education studies have witnessed a spectacular growth in Latin America (Guzmán-Valenzuela, 2017, 2018; Nussbaum & Gonzalez, 2015).

For this special issue, the main focus is on the construction of knowledge in the South in relation to topics such as academic capitalism, educational reform, the role of public universities, privatization of higher education, internationalization, women in academia, patterns of publication, among others. Also, papers critically examining policies in the construction of knowledge in higher education from a geopolitical perspective are welcome. It is intended to select a well-balanced group of papers in terms of topics, languages and author’s country affiliations.

Original papers (not sent to other journals or published in books or journals) in English, Portuguese or Spanish are sought. Articles should not exceed 40 double-spaced pages. More information about the EPAA guidelines can be found here: https://epaa.asu.edu/ojs/index.php/epaa/pages/view/submit, All articles will be evaluated through a double-blind process and by at least one of the editors.

Submission Information: Interested contributors are invited to submit 1000-word outlines/proposals aligned with the special issue themes for review by June 15, 2018. All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.

Timeline

Submission of outlines/proposals (1,000 words): 15 June 2018

Invitation to submit a full paper: 1 August 2018

Submission of full papers: 15 November 2018

Paper feedback plus editorial comments/suggestions: 15 February 2019

Submission of final papers: 15 April 2019

Expected publication date: June/July 2019

Guest Editors:

José Joaquín Brunner, josejoaquin.brunner@gmail.com

Carolina Guzmán-Valenzuela, carolina.guzman@ciae.uchile.cl

Call for Papers: Edtech and the Policies of Human Formation

Education Policy Analysis Archives — 2018-01-23

EPAA/AAPE Chamada Dossiê

Edtech e Políticas de Formação Humana

Editores Convidados: Lílian do Valle (UERJ); Daniel Mill (UFSCar); Aldo Victorio Filho (UERJ)

Proposta de Dossiê: Edtech e políticas de formação humana

As tecnologias digitais de informação e comunicação vêm se apresentando, há algumas décadas, como responsáveis por uma revolução verdadeiramente cultural – incidindo não apenas sobre o domínio educacional mas, muito mais do que isso, alterando profundamente os modos de ser, de sentir, de viver e de desejar das sociedades. Sob a evolução tecnológica pesam não apenas as promessas, mas também as maldições que se multiplicaram, a bem da verdade, desde o início da Modernidade. E ainda hoje, essas manifestações continuam a proliferar, na pena dos profetas da catástrofe – que imaginam a superação do humano pela máquina – dos entusiastas do progresso como fim em si – que propõem alegremente o transhumanismo como uma nova realidade inexorável – e daqueles que, avessos às previsões, apenas denunciam a dependência que todos acabamos por estabelecer com os gigantes da realidade informática. Os horizontes que as TIC abrem para a formação humana são igualmente marcados por estas promessas e fantasmas, por estes anúncios e denunciações: a tecnologia aproxima da arte visual e cênica, da literatura, das novas expressões, da investigação de temas polêmicos e inovadores os que talvez a estas expressões jamais teriam acesso, a todos aqueles interessados em ir além de seu pequeno mundo privado; mas até onde pode avançar a cultura sem o diálogo humano vivo?

No campo especificamente voltado para a educação e as suas políticas, como recusar o engodo da edtech, apresentada como panaceia, sem rejeitar, ao mesmo tempo, as inúmeras possibilidades abertas para o trabalho pedagógico? O desenvolvimento da Educação a Distância não é uma promessa, é uma realidade que se impõe a todos nós. Como pensar, a partir daí, os processos de aprendizagem, a exigência de democratização, a formação de professores?

Este dossiê pretende acolher artigos que contribuam tanto para as críticas dos múltiplos discursos mistificadores quanto para a implementação de políticas e programas de educação a distância, estando aberto a perspectivas históricas, a análises da realidade atual, e à prospecção das possibilidades abertas para a edtech.

Cronograma:

Submissão de artigos: até 31 de abril de 2018

Período de Avaliação: até 31 de junho de 2018

Revisões: até 15 de agosto de 2018

Diagramação e publicação: septembro de 2018

Idiomas aceitos para envio de artigos: português, espanhol e inglês.

Editores convidados

Lílian do Valle – lilidovalle@gmail.com

Daniel Mill – mill.ufscar@gmail.com

Aldo Victorio Filho – avictorio@gmail.com

2017 Annual Report

Education Policy Analysis Archives — 2017-12-20

The 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

Annual Report Volume 25 (2017)

PUBLISHING HIGHLIGHTS

124 articles were published

28 articles in Portuguese
23 articles in Spanish
73 articles in English
263 authors from 18 countries, including Argentina, Australia, Austria, Brazil, Canada, Chile, Columbia, Denmark, Hong Kong, India, Ireland, Mexico, Portugal, Singapore, Spain, Uruguay, the United Kingdom, and the United States
372 reviewers collaborated with EPAA/AAPE
14 video-commentaries posted on the YouTube channel of EPAA/AAPE
6 special issues published

READERSHIP

5921 subscribers to our listserv
Using Google Analytics EPAA/AAPE has 767,528 page views.
Public Knowledge Project (PKP) Publishing reports 107,801 total views of EPAA/AAPE articles during 2017, with an average of 870 views per article.

Several EPAA/AAPE articles were featured or mentioned in news media outlets (The New York Times, Inside Higher Education, Chicago Teachers Union, A Just Chicago, among others)

EPAA/AAPE has an average weekly reach of 500-600 followers in Facebook, with a total of 1.9K likes and 1K Twitter followers – follow us @epaaaape!

PUBLICATION PROCESS

548 Submissions received during 2017

56 Submissions accepted for publication

185 Submissions still under review

10% Acceptance Rate

Time to Publication

7 days (interval for publication)

72 days to review (average time for contacting authors with letters of acceptance/rejection)

153 days to publication (average time between reception, revision and publication)

INDEXING, RANKING, & METRICS

Using the h-index of Google Scholar EPAA/AAPE is the highest ranked Open Access journal in the “education policy” category and one of the top 5 education policy journals.
Using Google Scholar EPAA/AAPE articles have been cited 6795 times since 2012.
EPAA/AAPE continues to publish higher numbers of articles than in previous years, maintaining its h5-index, or the number of articles that have been cited more than 10 times over the past five years (2013/h5= 13; 2014/ h5= 15; 2015/h5= 18; 2016/h5=17; 2017/h5=24).
EPAA/AAPE has comparable trajectories with higher-ranked education policy journals, especially considering those journals have longer histories, are sponsored by large organizations (AERA and Taylor & Francis), are journals that have paid subscriptions, administered and marketed by large publishers, and are sold as part of bundles of journals.
EPAA/AAPE is listed by 20 scholarly indexing agencies, including Scopus, PubMed, Directory of Open Access Journals, EBSCOHost, Excellence in Research for Australia (ERA) Outlet Ranking, Redalyc (Mexico), and Qualis (Brazil).
Using Scopus, EPAA/AAPE’s h-index is 36 (The h-index indicates average citations) and is in the Quartile 2 of the SCImago Journal Rankings (SJR).

SPECIAL ISSUES

Education Finance and English Language Learners, guest editor Oscar Jiménez-Castellanos

Discursive Perspectives Part 2 Contemporary Approaches to the Study of Education Policy and Discourse, guest editors Jessica Nina Lester, Chad R. Lochmiller & Rachael Gabriel

School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization, guest editors Ee-Seul Yoon & Christopher Lubienski

Restructuring and Resisting Education Reforms in Chicago’s Public Schools, guest editors Federico R. Waitoller & Rhoda Rae Gutierrez

Reformas a la Educación Superior. América Latina en Contexto Internacional Comparado, guest editors Sergio Celis & Andrés Bernasconi

Global Perspectives on High-Stakes Teacher Accountability Policies, guest editors Jessica Holloway, Tore Bernt Sørensen & Antoni Verger

ANNOUNCEMENTS

Editorial support for EPAA/AAPE has been provided by edXchange, a knowledge mobilization initiative supported by Arizona State University’s Mary Lou Fulton Teachers College.

Upcoming Special Issues in 2017

Redesigning Assessment and Accountability (Soung Bae, Jon Snyder, Elizabeth Leisy Stosich)

Navigating the Contested Terrain of Teacher Education Policy and Practice (Elena Aydarova, David Berliner)

Políticas de inclusión y extensión de la obligatoriedad escolar: Alcances, contradicciones y desafíos en la materialización del derecho a la educación (Nora Gluz, Dalila Andrade Oliveira, Cibele Rodrigues)

Edtech and the Policies of Human Formation (Lílian do Valle, Daniel Mill, Aldo Victorio Filho)

Management and Management Policies in Lusophone Countries (Almerindo Janela Afonso, Geovana Mendonça Lunardi Mendes)

Rethinking Education Policy and Methodology in a Post-truth Era (Jennifer R. Wolgemuth, Mirka Koro-Ljungberg, Travis M. Marn, Anthony J. Onwuegbuzie, Shaun M. Dougherty)

Changes in Editorships

EPAA/AAPE welcomed the following new Associate Editors during 2017:

Associate Editor for English

Lauren McArthur Harris, Arizona State University, United States

Associate Editors for Spanish

Angelica Buendia, Metropolitan Autonomous University, Mexico
José Luis Ramírez, Universidad de Sonora, Mexico

With Thanks

We would like to thank Associate Editors David Garcia and Margarita Jimenez Silva for their service in 2017.

We would also like to recognize the following volunteers for their service in 2016:

Matheus Holanda, Universidade de Fortaleza, Brazil
Esther Pretti, Arizona State University, United States

Call for Papers: Management and Management Policies in Lusophone Countries

Education Policy Analysis Archives — 2017-08-22

EPAA/AAPE Chamada Dossiê

POLÍTICAS DE ADMINISTRAÇÃO E GESTÃO EM PAÍSES DA LUSOFONIA:

Perspectivas críticas sobre a nova gestão pública e a pós-burocracia em educação

Editores Convidados: 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

Proposta de dossiê: POLÍTICAS DE ADMINISTRAÇÃO E GESTÃO EM PAÍSES DA LUSOFONIA: Perspectivas críticas sobre a nova gestão pública e a pós-burocracia em educação

Nas últimas décadas, ganhou centralidade a chamada Nova Gestão Pública que se tem traduzido, entre outras formas, pela incorporação e implementação de princípios de gestão privada nas instituições e organizações públicas. Muitas reformas setoriais seguiram esses princípios, induzidos e justificados, na maioria dos casos, de modo relativamente sincrónico, pela redefinição do papel do Estado em contexto de internacionalização crescente do capitalismo e de mudança nos modos de regulação social, cuja consequência imediata, mais visível, foi a retração das políticas públicas na área social. Na sequência destas mudanças, a obsessão (frequentemente mais retórica do que real) com a eficácia e eficiência do Estado e com a emergência de novos protagonistas, quer do mercado, quer da sociedade civil, passou também a ser entendida como pós-burocrática. Em qualquer dos casos, as promessas das diferentes versões desta ideologia gerencialista ou não foram cumpridas ou foram-no apenas parcialmente, sendo uma das críticas mais contundentes a esta ideologia aquela que se pode traduzir na ideia de que administrar é muito diferente de governar. Como consequência, outra importante nuance, nomeada de nova governação (ou governança), emergiu para deslocar a tónica da eficiência para a insuficiência dos governos, passando a coexistir diferentes orientações na definição e implementação de políticas públicas. Acrescem ainda desenvolvimentos mais recentes, muitos deles interpretados na esteira de leituras ou releituras mais cautelosas de Max Weber (hoje, aliás, com crescente interesse e visibilidade nas ciências sociais em geral), que têm trazido contributos que põem em causa a pós-burocracia considerando-a um mito que seria melhor desconstruir, e demonstrando que, ao contrário, estaremos a assistir antes à radicalização de modos de administração e gestão que devem ser considerados, mais rigorosamente, hiperburocráticos.

Os objetivos deste Dossiê visam, entre outros aspectos e em diferentes contextos nacionais da lusofonia, analisar políticas públicas de educação (com dominância em dimensões da administração, gestão, formação, avaliação, accountability, privatização, mercadorização...) que, implícita ou explicitamente, assumem os pressupostos da Reinvenção do Governo, da Nova Gestão Pública, ou da Nova Governança, entre outras, a partir de interpretações teoricamente sustentadas, nomeadamente, na Pós-Burocracia ou na Hiperburocracia, bem como em possíveis debates teóricos entre essas e outras abordagens em que sejam assumidas ou lógicas predominantemente mais políticas ou lógicas predominantemente mais analíticas.

Cronograma:

Submissão de artigos: até 10 de Fevereiro de 2018

Período de avaliação: até 15 de março de 2018

Revisões: até 15 de maio de 2018

Entrega de versão final: até 1 de julho 2018

Diagramação e publicação: até 30 julho de 2018

Idiomas para envio de artigos: Português, Espanhol e Inglês

Editores Convidados:

Almerindo Janela Afonso - Professor Associado do Departamento de Ciências Sociais da Educação da Universidade do Minho, Portugal ajafonso@ie.uminho.pt

Geovana Mendonça Lunardi Mendes - Professora Associada do Programa de Pós-graduação em Educação, Universidade do Estado de Santa Catarina geolunardi@gmail.com

Chamada Dossiê (CFP) Colonialidade e Pedagogia Decolonial

Education Policy Analysis Archives — 2017-08-08

EPAA/AAPE Chamada Dossiê

Colonialidade e Pedagogia Decolonial

Editores Convidados: Catherine Walsh - Diretora (fundadora) do doutorado em Estudos Culturais Latinoamericanos, Universidad Andina Simón Bolívar-UASB, Sede Ecuador. Luiz Fernandes de Oliveira - Programa de Pós-Graduação em Educação, Contextos Contemporâneos e demandas Populares da Universidade Federal Rural do Rio de Janeiro (PPGEduc-UFRRJ). Vera Maria Candau - Professora Emérita da PUC - Rio.

Proposta de dossiê: Colonialidade e Pedagogia Decolonial

Nos últimos anos, intelectuais como o filósofo argentino Enrique Dussel, o sociólogo peruano Aníbal Quijano, o semiólogo e teórico cultural argentino Walter Mignolo, o sociólogo português Boaventura de Sousa Santos, a pedagoga Brasileira Vera Candau, a pedagoga norte-americana radicada no Equador Catherine Walsh, dentre outros, vêm estudando as concepções decoloniais e as suas potencialidades epistemológicas e política no contexto global. O termo decolonial deriva de uma perspectiva teórica que estes autores expressam, fazendo referência às possibilidades de construção de um projeto voltado para uma análise crítica e transdisciplinar, em contraposição às tendências acadêmicas eurocêntricas. Uma das principais proposições epistemológicas destes intelectuais é o questionamento da geopolítica do conhecimento, entendida como a estratégia modular da modernidade que, de um lado, afirmou suas teorias, seus conhecimentos e seus paradigmas como verdades universais e, de outro, invisibilizou e silenciou os sujeitos que produzem outros conhecimentos. Desde as concepções decoloniais, modernidade e colonialidade são duas faces da mesma moeda e, portanto, uma educação decolonial requer pensar a partir dos sujeitos subalternizados pela colonialidade.

Este dossiê tem como objetivo explorar os processos de colonialidade, as pedagogias decoloniais e as geopolíticas do conhecimento. Para tal, convidamos pesquisadores e pesquisadoras a contribuírem, apresentando estudos empíricos, reflexões e novos olhares metodológicos, assim como modelos teóricos decoloniais orientados ao campo da educação.

Cronograma:

Submissão de artigos: até 30 de outubro de 2017

Período de Avaliação: até 31 de janeiro de 2018

Revisões: até 15 de março de 2018

Entrega de versão final: 15 de abril 2018

Diagramação e publicação: maio de 2018

Idioma aceito para envio de artigos: Português

Editores Convidados:

Catherine Walsh: walshcathe@gmail.com

Luiz Fernandes de Oliveira: axeluiz@gmail.com

Vera Maria Candau: r.sousalima@uol.com.br

Call for Commentaries: Redesigning Assessment and Accountability

Education Policy Analysis Archives — 2017-08-01

Special Topic: Redesigning Assessment and Accountability

Education Policy Analysis Archives (EPAA/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. The goal of this call for commentaries is to solicit opinions and examples of how performance assessments and “multiple measures” data dashboards might be used as part of state accountability systems, as per the perspectives of multiple stakeholders, including practitioners, in the educational community writ large. These written and video commentaries will also center around two papers on recent developments in state and local policy: 1) Manuscript A, on the use of performance assessment to measure and further develop in students the knowledge, skills, and dispositions that are essential for lifelong learning (available here); and 2) Manuscript B, on the use of “multiple measures” approaches to school accountability and data dashboards that incentivizes and supports states in developing a more holistic view of student and school success, while also providing transparency in the system, so that stakeholders can make informed decisions about how to support student learning and continuous improvement (available here).

To submit a written or video commentary for potential editorial review, please submit a one-page written proposal of the written or video commentary, in which the author(s) address how performance assessments and/or “multiple measures” data dashboards might be used as part of an accountability system that encourages more meaningful and learning opportunities for all children. Commentaries could address one or both of these issues. All proposals will be editorially reviewed, after which finalists will be invited to read the paper(s) and submit a final written (up to 1,500 words) or video commentary (up to 5 minutes). Final inclusion of commentaries in the special issue will depend on meeting reviewers’ expectations for clarity and quality (APA format required). More specifically, commentary proposals will be assessed by three criteria: 1) the significance of the issues addressed, 2) the degree to which the commentary brings to light the perspectives of key stakeholders in the educational community (i.e. community organizations, parents, policymakers), and 3) the quality and organization of writing.

Timeline

Deadline to submit one-page, written commentary proposals: October 1, 2017

Finalists invited to submit full written or video commentaries: November 1, 2017

Deadline to submit final written or video commentaries: January 1, 2018

Anticipated publication date: January 29, 2018

Guest Co-Editors: Soung Bae, Senior Research & Policy Analyst, Stanford Center for Opportunity Policy in Education (soungb@stanford.edu), Jon Snyder, Executive Director, Stanford Center for Opportunity Policy in Education (jdsnyder@stanford.edu), Elizabeth Leisy Stosich, Research & Policy Fellow, Stanford Center for Opportunity Policy in Education (stosich@stanford.edu)

Call for Papers: Rethinking Education Policy and Methodology in a Post-truth Era

Education Policy Analysis Archives — 2017-07-12

Call for Papers:

Rethinking Education Policy and Methodology

in a Post-truth Era

Special Topic: Rethinking Education Policy and Methodology in a Post-truth Era, guest-edited by Jennifer R. Wolgemuth, Mirka Koro-Ljungberg, Travis M. Marn, Anthony J. Onwuegbuzie, and Shaun M. Dougherty.

Education Policy Analysis Archives (EPAA/AAPE) announces a call for papers for a special issue exploring education policy and methods in the recent and still oncoming era of post-truths. During this time, many research epistemologies, ontologies, processes, and policy discourses have lost their moorings in T/truth. This unsettling of T/truth, amidst continuously shifting and unstable intersections between policy and methodology, generates challenges and opportunities for scholars to rethink the purpose and value of their work. This special issue offers a space for scholars of education to grapple with education policy and methodology in an era of post-truth.

The Trump administration’s election and policy (un)making may mark an unprecedented time in U.S. and global history in which scientists must rethink the political ethics of their scholarly work. They might ask: Should scientists become activists for science and science policy? How should an activist scientist or politically passionate scholar function and act? What role(s) should scientists and research (now) play in educating a civil society and informing policy?

Perhaps we are now fully in the ruins of scientifically based research (SBR) in education (Lather, 2013). If the election of Trump was a referendum (Klein, 2016) against centrist liberals and their support for neoliberal policies in education, (e.g., SBR, standardized testing, value added modeling), then scholars may (again) question the role SBR can or should play in education policy-making. Do educational researchers unite under a common arch to advocate for (a return to) SBR or something else not possible or thinkable before the era of post-truths? How have educational researchers been confronted by the new political climate? How has the Trump election and current world politics urged educational researchers to rethink their methodologies, designs, methods, agendas, and the overarching political ethics of their works? What new political and research dilemmas do educational researchers face and how do they position themselves and their scholarship for an uncertain political future? What (new) spaces have opened up for them and what has closed down? What might educational researchers fight for?

With these and many other questions faced by education scholars in mind, the purpose of this special issue is to provide authors the opportunity to share their (re)conceptualizations of education research and policy in light of the global rise of right-wing populism, post-truths, and anti-science sentiment. We invite raw, honest, imperfect but immediate, and timely papers from across the educational research community (from [post]positivist to post-post-humanist and everywhere or nowhere in between) addressing (but not limited to) themes such as:

* Neoliberalism and scientifically based research

* Activism and educational research

* Rethinking, problematizing how educational research informs policy

* Rethinking data, evidence, and/or fact in education policy-making

* Imaging policy method and methodology to come and become

* Trump election as a productive intervention in thinking policy and research

* Non-traditional ethics of education research and policy

* Alt facts, post-truths, and/or gaslighting in education policy and research

* Reconceptualizing (the onto-ethico-epistemology of) research ethics and validity

* Rethinking research agendas, scholarship, the academy at the time of post-truths

* Researcher identities in an era of post-truth

* Non-thinkable activist scholarship

* Radical yet ethical public science

Research papers using interdisciplinary or mixed media (images/audio/video clips) formats are highly encouraged.

References

Klein, N. (2016, November 9). It was the Democrat’s embrace of neoliberalism that won it for Trump. The Guardian. Retrieved from https://www.theguardian.com/commentisfree/2016/nov/09/rise-of-the-davos-class-sealed-americas-fate

Lather, P. (2013). Methodology-21: What we do in the afterward? International Journal of Qualitative Studies in Education, 6, 634-645. http://dx.doi.org/10.1080/09518398.2013.788753

About the Journal: Celebrating its 25^th 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: Those interested in contributing to this special issue should submit a 500-word abstract (including proposed title) by September 15, 2017, to the special issue section, Rethinking Education Policy and Methodology, at http://epaa.asu.edu/ All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines.

The guest editors invite original articles of about 6,000 words, as well as viewpoints (brief personal reflections, explorations, or conceptualizations) of 3,000 words. Word limits for original articles and Viewpoints are inclusive of an abstract (maximum 150 words), keywords, citations, footnotes, tables, figures, endnotes and the reference list.

Abstract submission deadline: September 15, 2017

Invitations to submit manuscripts: October 15, 2017

Invited article submission deadline: March 15, 2018

Submission of final manuscripts: October 1, 2018

Please direct any questions about this special issue to Jennifer R. Wolgemuth, University of South Florida, jrwolgemuth@usf.edu; Mirka Koro-Ljungberg, Arizona State University, mirka.koro-ljungberg@asu.edu; Travis M. Marn, University of South Florida, marnt@mail.usf.edu; Anthony J. Onwuegbuzie, Sam Houston University and University of Johannesburg, tonyonwuegbuzie@aol.com; or Shaun M. Dougherty, University of Connecticut, shaun.dougherty@uconn.edu

2016 Annual Report

Education Policy Analysis Archives — 2016-12-19

The year 2016 has been a productive one for EPAA/AAPE, as this year's annual report details below.

Thank you for contributing to our journal's success, and we look forward to more collaborations in 2017.

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

Annual Report Volume 24 (2016)

PUBLISHING HIGHLIGHTS

126 articles were published (128 in 2015)
- 21 articles in Portuguese (21 in 2015)
- 25 articles in Spanish (23 in 2015)
- 80 articles in English (84 in 2015)
- 272 authors from 18 countries, including Argentina, Australia, Austria, Brazil, Canada, Chile, Columbia, Denmark, Hong Kong, India, Ireland, Mexico, Portugal, Singapore, Spain, Uruguay, the United Kingdom, and the United States
- 345 reviewers collaborated with EPAA/AAPE
- 13 video-commentaries posted on the YouTube channel of EPAA/AAPE
- 6 special issues published

READERSHIP

4817 subscribers to our listserv (increase from 4,075 subscribers in 2015)
Using Google Analytics EPAA/AAPE has 126,707 users (119,112 users in 2015)
Public Knowledge Project (PKP) Publishing reports 94,165 total views of EPAA/AAPE articles during 2016, with an average of 747 views per article.

Several EPAA/AAPE articles were featured or mentioned in news media outlets (The New York Times, Inside Higher Education, Prospects, Argentinean Scientific Council Newsletter, among others)

EPAA/AAPE has an average weekly reach of 400-500 followers in Facebook, with a total of 1.7K likes and 991 Twitter followers – follow us @epaaaape!

PUBLICATION PROCESS

403 Submissions received during 2016 (340 in 2015)

58 Submissions accepted for publication (88 in 2015)

143 Submissions still under review (127 in 2015)

Acceptance Rate 14%

Time to Publication

7 days (interval for publication)

55 days to review (average time for contacting authors with letters of acceptance/rejection)

156 days to publication (average time between reception, revision and publication)

INDEXING, RANKING, & METRICS

Using the h-index of Google Scholar EPAA/AAPE is the highest ranked Open Access journal in the “education policy” category and one of the top 10 education policy journals. .
Using Google Scholar EPAA/AAPE articles have been cited 5444 times since 2011.
EPAA/AAPE continues to publish higher numbers of articles than in previous years, maintaining its h5-index, or number of articles published in the last five years (2013/h5= 13; 2014/ h5= 15; 2015/h5= 18; 2016/h5=17).
EPAA/AAPE has comparable trajectories with higher-ranked education policy journals, especially considering those journals have longer histories, are sponsored by large organizations (AERA and Taylor & Francis), are journals that have paid subscriptions, administered and marketed by large publishers, and are sold as part of bundles of journals.
EPAA/AAPE is listed by 20 scholarly indexing agencies, including Scopus, Pubmed, Directory of Open Access Journals, EBSCOHost, Excellence in Research for Australia (ERA) Outlet Ranking, Redalyc (Mexico), and Qualis (Brazil)
Using Scopus, EPAA/AAPE’s H-Index is 34 (32 in 2015) (The H-index indicates average citations) and is in the Quartile 2 of the SCImago Journal Rankings (SJR)

SPECIAL ISSUES

Teach For America: Research on Politics, Leadership, Race, and Education Reform (Janelle Scott, Tina Trujillo, Marialena Rivera)

Models of Open Education in Higher Education (Lisa Petrides, Letha Goger, Cynthia Jimes)

Stephen J. Ball y la investigación sobre políticas educativas en América Latina (Jason Beech, Analía Inés Meo)

Education for Global Citizenship (John Myers)

English Language Teaching in Public Primary Schools in Latin America (José Luis Ramírez-Romero, Peter Sayer)

Discursive Perspectives Part 1 Critical Discourse Analysis and Education Policy (Jessica Nina Lester, Chad Lochmiller, Rachael Gabriel)

ANNOUNCEMENTS

Editorial support for EPAA/AAPE has been provided by edXchange, a knowledge mobilization initiative supported by Arizona State University’s Mary Lou Fulton Teachers College.

Upcoming Special Issues in 2016

Research for Justice (Ron Glass)

Education Finance and English Language Learners (Oscar Jimenez-Castellanos)

School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization (Ee-Seul Yoon, Christopher Lubienski)

Reformas a la Educación Superior. América Latina en Contexto Internacional Comparado (Andres Barnasconi, Sergio Celis)

Restructuring and Resisting Education Reforms in Chicago’s Public Schools (Federico Waitoller, Rhoda Gutierrez)

Global Perspectives on High-Stakes Teacher Accountability Policies (Jessica Holloway, Tore Bernt Sørensen, Antoni Verger)

Discursive Perspectives Part 2 (Jessica Nina Lester, Chad Lochmiller, Rachael Gabriel)

Navigating the Contested Terrain of Teacher Education Policy and Practice (Olena Aydarova, David Berliner)

Changes in Editorships

EPAA/AAPE welcomed a new Lead editor, a new Consulting Editor, and a new team of Associate Editors during 2016:

Lead Editor: Audrey Amrein-Beardsley of Arizona State University, United States
Consulting Editor: Gustavo E. Fischman of Arizona State University, United States

Associate Editors (English language)

David Carlson, Arizona State University, United States
Sherman Dorn, Arizona State University, United States
David R. Garcia, Arizona State University, United States
Margarita Jimenez-Silva, Arizona State University, United States
Eugene Judson, Arizona State University, United States
Mirka Koro-Ljungberg, Arizona State University, United States (term to begin January 2017)
Scott Marley, Arizona State University, United States (term to begin January 2017)
Jeanne M. Powers, Arizona State University, United States
Iveta Silova, Arizona State University, United States
Maria Teresa Tatto, Arizona State University, United States

Associate Editors (Spanish language)

Armando Alcántara, UNAM, México
Jason Beech, Universidad de San Andrés, Argentina
Ezequiel Gomez Caride, Universidad de San Andres/ Pontificia Universidad Católica Argentina, Argentina
Antonio Luzon, Universidad de Granada, España

Associate Editors (Portuguese language)

Geovana M. Lunardi Mendes, Universidade do Estado de Santa Catarina, Brazil
Marcia Pletsch, Universidade Federal Rural do Rio de Janeiro, Brazil
Sandra Regina Sales, Universidade Federal Rural do Rio de Janeiro, Brazil

EPAA/AAPE also welcomed many new editorial board members during 2016. View the current editorial board here

With Thanks

We thank the following Associate Editors who will not continue in 2017:

Sherman Dorn, Arizona State University, United States
David R. Garcia, Arizona State University, United States

We would also like to recognize the following volunteers for their service in 2016:

Hui Zou, Arizona State University alumni
Ahdyah Garrison, Arizona State University, United States
Matheus Holanda, Universidade de Fortaleza, Brazil

Call for Papers: Global Perspectives on High-Stakes Teacher Accountability Policies

Education Policy Analysis Archives — 2016-08-22

Call for Papers: Global Perspectives on High-Stakes Teacher Accountability Policies

Education Policy Analysis Archives (EPAA/AAPE) announces an open call for papers for a special issue exploring global perspectives on high-stakes teacher accountability policies. Touted as ‘front-line workers’ (OECD, 2014), teachers have become increasingly subjected to mechanisms for quantifying and incentivizing their performance and worth (Ball, 2015). There is a need for documenting and understanding the background and nature of high-stakes teacher accountability policies in a broad range of territories, as well as more general analyses on the globalization of accountability in education and the role of major transnational agencies like the OECD and the World Bank in this terrain.

Particularly in the USA and England, value-added models (VAMs), designed to statistically measure school and teacher effects on student learning over time, have been incorporated into market-based evaluation frameworks (AERA, 2015). While most countries have heeded caution with VAMs specifically, many have embraced high-stakes teacher accountability policies, often predicated on the same market-based logic that undergirds VAM-use (OECD, 2014; Sahlberg, 2011). Moreover, major transnational agencies (e.g., OECD, UNESCO, the World Bank) have during the last 10-15 years been engaged in the development of statistical indicators and the quantification of teacher performance to an unprecedented degree (Sellar & Lingard, 2013; Verger & Curran, 2014). The adoption of a performance-oriented Education 2030 Framework for Action under the UN Sustainable Development Goals is likely to further promote this line of thinking in development contexts (World Bank, 2015). Specifically, this issue seeks critical, global and comparative perspectives on high-stakes teacher accountability policies to address the following broadly defined questions:

What are the historical, political, and/or social backgrounds for such policies in different contexts?
How have such policies developed and been enacted over time, and to what effect?
How do teacher accountability policies merge with market-based education reform?
Which policy actors are engaged in the formation of such policies, and how does this relate to the thickening of the global educational policy field?

Research papers using interdisciplinary or mixed media (images/audio/video clips) formats are highly encouraged.

About the Journal: Celebrating its 24^th year, EPAA/AAPE 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: Interested contributors are invited to submit 500-word abstracts aligned with the special issue themes for review, via direct email to the guest editors, by October 10, 2016. 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.

Abstract Submission Deadline: October 10, 2016

Final Manuscripts Deadline: January 10, 2017

Peer Reviews Completed: March 1, 2017

Revised Manuscripts Deadline: April 10, 2017

Publication Date: May 2017

Early submissions are encouraged.

Guest Editors: Dr. Jessica Holloway, Kansas State University, USA (jhollow@ksu.edu); Tore Bernt Sørensen, University of Bristol, UK (t.b.sorensen@bristol.ac.uk); Dr. Antoni Verger, Universitat Autònoma de Barcelona, Spain (antoni.verger@uab.cat)

References

AERA [American Educational Research Association]. (2015). AERA Statement on Use of Value-Added Models (VAM) for the Evaluation of Educators and Educator Preparation Programs. Educational Researcher, 44(8), 448–452, DOI: 10.3102/0013189X15618385

Ball, S. J. (2015). Education, governance and the tyranny of numbers. Journal of education policy, 30(3), 299-301.

OECD. (2014). TALIS 2013 Results: An international perspective on teaching and learning. Retrieved from http://www.oecd-ilibrary.org/education/talis-2013-results_9789264196261-en

Sahlberg, P. (2011). Fourth Way of Finland. Journal of Educational Change, 12(2), 173–185.

Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of Education Policy, 28(5), 710-725.

Verger, A., & Curran, M. (2014). New public management as a global education policy: its adoption and re-contextualization in a Southern European setting. Critical Studies in Education, 55(3), 253-271.

World Bank. (2015). The Rise of Results-Based Financing in Education. Retrieved from http://www.worldbank.org/content/dam/Worldbank/Brief/Education/RBF_ResultsBasedFinancing_v9_web.pdf

Call for Papers: Navigating the Contested Terrain of Teacher Education Policy and Practice

Education Policy Analysis Archives — 2016-07-05

EPAA/AAPE announces a call for papers for a special issue exploring the contested terrain of teacher education policy and practice. In the policy climate where various actors claim to have the solutions for the enduring challenges of the profession, certain voices and perspectives get left out of the debates and policy deliberations. To address these silences and omissions, this special issue brings together scholars attending to voices, perspectives, or issues that are sidelined in the policy debates dominated by market logic, neoliberal ideologies, and accountability hype in teacher education policies and practices in the US and abroad. Drawing on diverse theoretical, methodological, and conceptual tools, contributors to this special issue are invited to consider the controversies of the current policy debates, deficiencies in evidentiary bases of policy proposals and practice changes, the missing links between teacher education reforms and the struggle to preserve democratic schooling, as well as international connections between domestic reforms and global ideological flows. The special issue will be of interest to educational policy scholars, teacher educators, as well as educational researchers in general. Research papers using interdisciplinary or mixed media (images/audio/video clips) formats are highly encouraged.

About the Journal: Celebrating its 24th year, EPAA/AAPE 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: Interested contributors are invited to submit 500-word abstracts aligned with the special issue themes for review by guest editors by September 1, 2016. All manuscripts should be submitted electronically through the EPAA website and follow the Journal's submission guidelines: http://epaa.asu.edu/ojs/about/submissions. We will not consider manuscripts submitted for publication or published elsewhere.

Abstract Submission Deadline: September 1, 2016

Final Manuscripts Deadline: November 1, 2016

Publication Date: October 30, 2017

Early submissions are encouraged.

Guest Co-Editors: Olena Aydarova (Arizona State University) olena.aydarova@asu.edu and David Berliner (Arizona State University) berliner@asu.edu

Convocatoria número especial: Reformas a la educación superior: América Latina en contexto internacional comparado/Special Issue on Higher Education in Latin America

Education Policy Analysis Archives — 2016-06-07

Convocatoria número especial:

Reformas a la educación superior.

América Latina en contexto internacional comparado

Editores invitados: Andrés Bernasconi, Pontificia Universidad Católica de Chile, y Sergio Celis, Universidad de Chile

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.

Destacan entre estas reformas el establecimiento de sistemas de evaluación y acreditación, la fundación de nuevas instituciones estatales, la expansión de la oferta privada apoyada en nuevos sistemas de financiamiento estudiantil, el fomento de la investigación y el postgrado, y la introducción de nuevas modalidades de financiamiento público, concursales o por contrato (Balán, 2006; Kent, 2002), el refuerzo de políticas de acceso y equidad, y la aparición de políticas de fomento y fortalecimiento del sector técnico y tecnológico (Brunner & Villalobos, 2014; CINDA, 2007, 2011).

Si bien las acciones emprendidas por los gobiernos de América Latina en las últimas tres décadas en el ámbito de la educación superior se encuentran suficientemente descritas, para este número especial se esperan contribuciones de carácter comparativo, o que conecten con las teorías de las ciencias sociales usadas para explicar las relaciones entre acción gubernamental y su contexto social, político y económico, desde el diálogo con las literaturas pertinentes al análisis de las reformas educacionales, el diseño e implementación de políticas públicas, el papel de los actores en los procesos de cambio institucional, y los flujos globales de recomendaciones de política, entre otras.

Buscamos contribuciones, en español, portugués o inglés, que desde diversas perspectivas disciplinares, teóricas, o conceptuales, examinen cuestiones como las anteriormente planteadas u otras de la misma índole. Los trabajos deben ser inéditos, y basarse en investigación original de los autores, o consistir en revisiones analíticas o interpretativas de fuentes secundarias.

Cronograma

Resumen de una página al editor invitado encargado de la coordinación abernasconi@uc.cl: 31 de Julio, 2016

Invitación a colaborar enviando texto completo: 15 de Agosto, 2016

Fecha final de envío de manuscritos al editor invitado encargado de la coordinación: 31 de Octubre, 2016

Decisiones editoriales, comentarios y revisiones enviadas a autores: Enero, 2017

Fecha de publicación estimada: Abril, 2017

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.

Procedimiento: Todos los manuscritos deben ser enviados electrónicamente a través del sitio web de EPAA/AAPE que puede ser consultado en portugués, español o inglés. Para este número se aceptarán trabajos en inglés, portugués y español a través de la plataforma EPAA/AAPE. No evaluaremos manuscritos remitidos para su publicación en otra revista o ya publicados.

Para registrarse y enviar trabajos es necesario acceder a: http://epaa.asu.edu/ojs/

Editores invitados: Andrés Bernasconi, Pontificia Universidad Católica de Chile abernasconi@uc.cl. and Sergio Celis, Universidad de Chile scelis@ing.uchile.cl.

Referencias

Balán, J. (2006). Reforming Higher Education in Latin America: Policy and Practice. Latin American Research Review 41(2): 228–46.

Brunner, J. J., & Villalobos, C. (Eds.). 2014. Políticas de Educación Superior en Iberoamérica. Santiago, Ediciones Universidad Diego Portales.

Centro Interuniversitario de Desarrollo. (2007). Educación Superior en Iberoamérica. Informe 2007. Santiago: Author.

Centro Interuniversitario de Desarrollo. (2011). Educación Superior en Iberoamérica. Informe 2011. Santiago: Author.

Kent, R. (Comp.) (2002). Los temas críticos de la educación superior en América Latina en los años noventa. México, D.F: Fondo de Cultura Económica.

Call for Papers: School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization

Education Policy Analysis Archives — 2016-03-10

Call for Papers:

School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization

Guest Editors: Ee-Seul Yoon & Christopher Lubienski (University of Illinois)

Special Topic: School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization

Canada has received much attention by education scholars due to OECD comparisons of student academic achievement – comparisons that show that Canada is not only relatively equitable (that is, it has a compensatory allocation of resources) but also academically high achieving (OECD, 2011; Perry, 2009). This issue will thus inform how current shifts may effect Canada’s educational achievements and equity outcomes in the future. By offering a fresh body of research from Canada, this special issue will also be of great interest to those who want to better understand current reforms and how they may change and challenge the structures and cultures in a society.

Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue examining the ways in which the global wave of educational policy reforms of marketization, privatization, neoliberalization, and school choice are changing how Canadian primary and secondary schools are organized, accessed, experienced and funded. Contributions will explore these issues in both the public and private school sectors in Canada, which offer some intriguing insights into the unfolding of neoliberal reforms in an increasingly multicultural society that has a traditional emphasis on equity. Because Canada lacks a national department of education, this will allow contributors in this issue to examine an already decentralized system by focusing on major provinces and school districts to examine how market reforms are transforming schools. The focus will be on (1) how provinces within the same country take different approaches to this issue, (2) how schools are increasingly differentiated (or not) under the reforms, and (3) how provincial authorities and school districts create new markets with the introduction of exclusive, selective, and fee-paying programs for various types of students.

About the Journal: Celebrating its 24^th 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.

500-word Abstract Deadline: April 15^th, 2016

Selected Authors Notified: May 1^st, 2016

Invited Submission Deadline: July 30^th, 2016

Publication date: March 27, 2017

Early submissions are encouraged.

Guest Co-Editors: Ee-Seul Yoon, SSHRCC Postdoctoral Fellow, University of Illinois (eeseul@illinois.edu or eeseul@gmail.com) and Christopher Lubienski, Professor, University of Illinois (club@illinois.edu)

References

OECD. (2011). Education at a glance 2011 OECD indicators. Paris: OECD.

Perry, L. (2009). Characteristics of Equitable Systems of Education. European Education, 41(1), 79-100.

2015 Annual Report and Upcoming Changes

Education Policy Analysis Archives — 2015-12-22

Dear Readers,

The year 2015 has been productive for EPAA/AAPE, as this year's annual report details below. The journal is also at the end of one cycle and beginning another, with a new editorial team.

Thank you for contributing to our success, and we look forward to the new changes ahead in 2016.

We wish you very Happy Holidays and send a special thanks to our Volume 23 (2015) authors, reviewers, and guest editors!

Cordially,

Gustavo E. Fischman (outgoing Lead Editor) & Audrey Amrein-Beardsley (incoming Lead Editor)

PUBLISHING HIGHLIGHTS

128 articles were published in (124 in 2014)
21 articles in Portuguese (24 in 2014)
23 articles in Spanish (39 in 2014)
84 articles in English (62 in 2014)
204 authors from 13 countries
342 reviewers collaborated with EPAA/AAPE
20 video-commentaries posted on the YouTube channel of EPAA/AAPE
6 special issues published

READERSHIP

4,077 subscribers to our listserv (increase from 3,386 subscribers in 2014)

Using Google Analytics EPAA/AAPE has 118,026 users (26% increase from 93,704 in 2014)

Public Knowledge Project (PKP) Publishing reports 79,276 total views of EPAA/AAPE articles during 2015, with an average of 861 views per article.

Several EPAA/AAPE articles were featured or mentioned in news media outlets (The New York Times, Inside Higher Education, Prospects, Argentinean Scientific Council Newsletter, among others)

EPAA/AAPE has an average weekly reach of 400 Facebook followers, with a total of 1.3K likes and 876 Twitter followers - follow us @epaa_aape!

PUBLICATION PROCESS

Submissions

Submissions received during 2015: 341 (310 in 2014)

Submissions rejected by editorial board 150 (108 in 2014)

Submissions rejected after peer-review 163 (101 in 2014)

Submissions accepted for publication 88 (53 in 2014)

Submissions still under review 127

Acceptance Rate 16%

Time to Publication

7 days (interval for publication)

48 days to review (average time for contacting authors with letters of acceptance/rejection)

147 days to publication (average time between reception, revision and publication)

INDEXING, RANKING, & METRICS

Using the H-index of Google Scholar EPAA/AAPE is the highest ranked Open Access journal in the "education policy" category and one of the top 10 education policy journals. With an h5 median of 32 EPAA/AAPE ranked 3rd and using the h5-index 18 ranked 7th in the field of education policy. EPAA/AAPE articles have been cited 5268 times since 2010.

EPAA/AAPE is systematically increasing the number of articles published and the H-index that indicates the citations of the articles published (2013/h5= 13; 2014/ h5= 15; and 2015/h5= 18).

EPAA/AAPE has comparable trajectories with the six journals ranked higher than EPAA/AAPE, specially if we consider that those journals: have longer histories; are sponsored by large organizations (AERA, Taylor & Francis, MIT Press); have paid subscriptions; are administered and marketed by large publishers; and are sold as part of bundles of journals.

EPAA/AAPE is listed by more than 20 scholarly indexing agencies, including Scopus, Pubmed, Directory of Open Access Journals, EBSCOHost, Excellence in Research for Australia (ERA) Outlet Ranking, Redalyc (Mexico), and Qualis (Brazil).

Using Scopus, EPAA/AAPE's H-Index is 32 (29 in 2014) (The H-index indicates average citations) and is in the Quartile 2 of the SCImago Journal Rankings (SJR).

Using the H index of the SCImago Journal Rank (SJR) EPAA/AAPE is ranked #73 among 318 US education journals and #135 among the 914 worldwide ranked journals in education. According to our own estimates, EPAA/AAPE continues to be the top Open Access journal in education ranked on the SJR and Google Scholar metrics.

SPECIAL ISSUES

A New Paradigm for Educational Accountability (3-part): (1) Accountability for Meaningful Learning; (2) Accountability for Professional Practice; (3) Accountability for Resources and Outcomes

Guest Editors: Linda Darling-Hammond and Jon Snyder

Educação Especial: Diferenças, Currículo e Processos de Ensino e Aprendizagem/Special Education: Differences and Curriculum, Teaching, and Learning Processes

Guest Editors: Márcia Denise Pletsch and Geovana Mendonça Lunardi Mendes

Teach For All and Global Teacher Education Reform

Guest Editors: Daniel Friedrich and Rolf Straubhaar

New Public Management and the New Professional: Compliance, Appropriation and Resistance

Guest Editors: Gary Anderson and Kathryn Herr

Etnografía y Sociolingüística de la Interacción/Ethnographic and Sociolinguistic Interactions

Guest Editors: Virginia Unamuno and Ana Heras

Knowledge Brokers in Education: How Intermediary Organizations Are Bridging the Gap Between Research, Policy and Practice Internationally

Guest Editors: Amanda Cooper and Samantha Shewchuk

ANNOUNCEMENTS

Editorial support for EPAA/AAPE has been provided by edXchange, a knowledge mobilization initiative supported by Arizona State University's Mary Lou Fulton Teachers College.

Upcoming Special Issues in 2016

Models of Open Education in Higher Education

Guest Editors: Lisa Petrides and Cynthia Jimes

Stephen J. Ball y la Investigación Sobre Políticas Educativas en América Latina

Guest Editor: Jason Beech

Teach For America: Politics, Leadership, Student Achievement, and Race

Guest Editors: Tina Trujillo and Janelle Scott

Education for Global Citizenship: Democratic Visions and Future Directions

Guest Editor: John Myers

Discursive Perspectives on Education Policy Implementation, Adaptation, and Learning

Guest Editors: Jessica Nina Lester, Chad R Lochmiller, and Rachael Gabriel,

English Language Teaching in Public Primary Schools in Latin America

Guest Editors: José Luis Ramírez-Romero and Peter Sayer

Changes in Editorships and Staff

Beginning in 2016, EPAA/AAPE will welcome a new Lead Editor, a new Executive Editor, and a team of new Associate Editors. The new editorial team is composed of:

Editors for English, Spanish, and Portuguese

Dr. Audrey Amrein-Beardsley of Arizona State University will serve as Lead Editor, after serving as Associate Editor from 2013 to 2015

Dr. Gustavo E. Fischman of Arizona State University will serve as Executive Editor, after serving as Lead Editor from 2010-2015

Associate Editors for English

Dr. Sherman Dorn, Arizona State University, USA
Dr. David Garcia, Arizona State University, USA
Dr. Oscar Jiménez-Castellanos, Arizona State University, USA
Dr. Eugene Judson, Arizona State University, USA
Dr. Jeanne Powers, Arizona State University, USA

Associate Editors for Spanish

Dr. Armando Alcántara, UNAM, México
Dr. Jason Beech, Universidad de San Andrés, Argentina
Dr. Antonio Luzon, Universidad de Granada, España

Associate Editors for Portuguese

Dr. Geovana M. Lunardi Mendes, Universidade do Estado de Santa Catarina, Brazil

Dr. Marcia Pletsch, Universidade Federal Rural do Rio de Janeiro, Brazil

Dr. Sandra Regina Sales, Universidade Federal Rural do Rio de Janeiro, Brazil

WITH THANKS

EPAA/AAPE recognizes the following Associate Editors who are stepping down in 2016:

Dr. Alejandro Canales of the Universidad Nacional Autónoma de México served as Associate Editor for Spanish Language from 2010 to 2015

Dr. Jesus Romero Morante of the Universidad de Cantabria served as Associate Editor for Spanish Language from 2010 to 2015

Dr. Rosa Maria Bueno Fisher from the Universidade Federal do Rio Grande do Sul served as Associate Editor for Portuguese Language from 2010 to 2015

Dr. Luis A. Gandin from the Universidade Federal do Rio Grande do Sul served as Associate Editor for Portuguese Language from 2010 to 2015

We would like to thank the following Managing Editors for their service in 2015:

Dr. Amy Marcetti Topper, Arizona State University Alumni
Amanda U. Potterton, Arizona State University

We would also like to recognize the following Volunteers for their service in 2015:

Dr. Hui Zou, Arizona State University Alumni
Marta Estelles-Frade, Universidad de Cantabria

Call for Papers: Special Issue on English Language Teaching in Public Primary Schools in Latin America

Education Policy Analysis Archives — 2015-10-20

Call for Papers: Special Issue on English Language Teaching in Public Primary Schools in Latin America

Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas

Deadline: January 31, 2016

In Latin America, the push to include English in primary education began to gain strength in the 1990s in countries like Argentina, Chile, Colombia, and Mexico. Since then, most of the countries in the region have followed suit and currently have English Language Teaching (ELT) programs in their public schools.

However, despite the importance and scale of the efforts to implement ELT programs, there has been relatively few research articles published examining how ELT programs are working in the region. There is a need, then, to generate a space to analyze, and discuss the experiences, programs and policy processes related to the implementation of ELT, and specially assessing the progress and challenges with disputes ranging from the role of English as a lingua franca, to the economic value and cultural aspects involved in teaching English as a foreign, or as a second language.

The journal Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (EPAA/AAPE) invites researchers doing work on the topic of English Language Teaching (ELT) in primary schools in Latin America to collaborate on a special issue of the journal. The aim of the special issue is to identify and analyze the main issues and trends in the teaching of ELT in primary schools, especially in public schools in the region. The editors of the special issue are looking for original contributions that document the evolution and current state of public primary ELT programs in any of the countries of the region that will examine the following aspects: historical development of public primary ELT programs in the country, expansion and current coverage of the program, description of the current program(s) (aims, contents, theoretical orientation, methodology, materials and resources, and so forth), profiles of teachers, and main problems and accomplishments.

About the journal: For more than 20 years EPAA/AAPE has been a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal. It is indexed at EBSCO Education Research Complete, Directory of Open Access Journals, ERIC, H.W. WILSON & Co, QUALIS – International 2 (CAPES, Brazil), SCOPUS, and SOCOLAR-China. It is 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. We will not consider manuscripts submitted for publication elsewhere. However, for this special issue, the manuscripts should be submitted in English (in order to facilitate their wider readership by researchers in other countries) and address only countries in Latin America.

Submission of manuscripts: All manuscripts should be submitted electronically through the EPAA/AAPE website (http://epaa.asu.edu/ojs/) and follow the journal’s format and guidelines.

We will not evaluate manuscripts submitted elsewhere or that have been previously published.

Submission deadline: January 31, 2016

Estimated Publication date: June 27, 2016

Special Issue Editors:

José Luis Ramírez-Romero, Universidad de Sonora (México), jlrmrz@golfo.uson.mx

Peter Sayer, University of Texas, San Antonio (United States), peter.sayer@utsa.edu

Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas

Website: http://epaa.asu.edu/ojs

Facebook: https://www.facebook.com/EPAAAAPE

Twitter: @epaa_aape

EPAA Farewell and Welcome

Education Policy Analysis Archives — 2015-09-01

Recent changes in EPAA/AAPE management

Call for Papers: Discursive Perspectives on Education Policy Implementation, Adaptation, and Learning

Education Policy Analysis Archives — 2015-07-01

Education researchers have studied the design, implementation, and impact of education policy. Much of the existing research has studied policy issues at a macro level (e.g., studying professional behaviors of teachers and administrators, descriptively examining program structures, etc.). This approach has been informed by contemporary understandings of education policy implementation and analysis (Cibulka, 1995; Honig, 2006; Odden, 1991). McLaughlin (1987) noted that there have been two generations of education policy research – the first focused on policies and programs; and the second focused on policy and practice. We suggest that a third generation of research is needed to move us closer to an understanding of policy as demonstrated in education discourses.

Recent research has fueled this research. Weatherly and Lipsky (1977) informed our current understanding by noting the central role that “street-level bureaucrats” play in shaping the implementation of special education policies. Honig (2003) revisited the salient role of front-line policy implementers in central offices. Research has also focused on “sensemaking” behaviors in understanding how educators s think about the implementation of policy in their work (Spillane, 2006). While this work has helped us understand how policy is implemented and understood, much of this research has neglected discourses which reflect understandings of policy ideas.

While the landscape of discourse analysis is vast, researchers from a range of approaches hold that talk and text do not neutrally reflect the world, one’s identify, or social relations (Howarth, 2000). Rather, the discourse analyst presumes that language is always doing something with consequence (whether intended or not). In policy, such a methodological focus allows for the study of everyday interactions; for instance, an analyst may look carefully at how teachers construct (through their talk) an understanding of accountability expectations within the context of their teaching practices, or the ways in which school leaders articulate conflicting constructions or descriptions of learning improvement needs across organizational contexts.

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.

About the Journal: Celebrating its 23^th 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.

Timeline

Deadline for Initial 500-1000 word manuscript proposals due by October 15, 2015;

Notice sent to authors invited to submit a full manuscript by November 15, 2015;

Deadline for receiving full manuscripts by March 15, 2016;

Editorial decisions and revision request sent to authors by June 1, 2016;

Expected publication date of September 2016

Early submissions are encouraged.

Guest Editors: Jessica Nina Lester, Ph.D Assistant Professor, Inquiry Methodology, Indiana University, School of Education

jnlester@indiana.edu

Chad R Lochmiller, Ph.D. Assistant Professor, Educational Leadership & Policy Studies, Indiana University, School of Education

clochmil@indiana.edu

Rachael Gabriel, Ph.D. Assistant Professor, University of Connecticut, Neag School of Education

rachael.gabriel@uconn.edu

References

Bardach, E. (1977). The implementation game. Cambridge, MA: MIT Press.

Bhatia, A. (2006). Critical discourse analysis of political press conferences. Discourse & Society, 17(2), 173-203.

Cibulka, J. G. (1995). Policy analysis and the study of the politics of education: Promise and limitations. In J. D. Scribner, & D. H. Layton (Eds.), The study of educational politics (pp. 105-126). Bristol, PA: Falmer Press.

Easton, D. (1965). A systems analysis of political life. Chicago, IL: University of Chicago Press.

Honig, M. I. (2003). Building policy from practice: District central office administrators’ roles and capacity for implementing collaborative education policy. Educational Administration Quarterly, 39(3), 292-338.

Honig, M. I. (Ed.). (2006). New directions in education policy implementation: Confronting complexity. Albany, NY: State University of New York Press.

Lester, J. N. & Gabriel, R. (2014). The discursive construction of intelligence in introductory educational psychology textbooks. Discourse Studies, 16(6), 776-791.

McLaughlin, M. W. (1987). Learning from experience: Lessons from policy implementation. Educational Evaluation & Policy Analysis, 9(2), 171-178.

Odden, A. R. (Ed.). (1991). Education policy implementation. Albany, NY: State University of New York Press.

Perez, R. (2013). Learning to make racism funny in the ‘color-blind’ era: Stand up comedy students, performance strategies, and the (re)production of racist jokes in public. Discourse & Society, 24(4), 478-503.

Pressman, J. L. & Wildavsky, A. (1984). Implementation, (3rd Ed.). Berkeley, CA: University of California Press.

Sabatier, P. & Manzmanian, D. (1980). The implementation of public policy: A framework of analysis. Policy Studies Journal, 8(), 538-560.

Spillane, J. P. (2006). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.

Townshend, J. (2004). Laclau and Mouffe’s hegemonic project: The story so far. Political

Studies, 52, 269-288.

Weatherly, R., & Lipsky, M. (1977, May). Street level bureaucrats and institutional information. Implementing special education reform. Harvard Educational review, 47, 171-197.

Williams, W. (1980). The implementation perspective: A guide for managing social service delivery programs. Berkeley: University of California Press.

Williams, W. & Elmore, R. F. (1976). Social program implementation. New York: Academic Press.

Call for Papers: Education for Global Citizenship: Democratic Visions and Future Directions

Education Policy Analysis Archives — 2015-01-26

Call for Papers

Education for Global Citizenship:

Democratic Visions and Future Directions

Special Topic: Education for Global Citizenship: Democratic Visions and Future Directions

Education for global citizenship is a major concern in today’s schools. Educational practices and policies worldwide have begun to address the need for new learning goals and teaching practices in schools that respond to the conditions of globalization (e.g., Stromquist & Monkman, 2014; Suárez-Orozco & Sattin, 2007). While schools remain stuck in a model that reduces citizenship to a set of easily taught competencies, the “Cartesian citizen” model (Fischman & Haas, 2012, p. 173), this special issue aims to take seriously the new categories and “ways of being a citizen” (Myers, McBride, & Anderson, in press, p. 2) that contradict the traditional national civic narrative.

Central to these efforts is the preparation of youth for citizenship in a globalizing world as they are increasingly taking on multiple civic affiliations, beliefs, and action that extend beyond national borders (Myers & Zaman, 2009; Noddings, 2005; Partnership for 21^st Century Skills, 2014; Unesco, 2014). Yet, as Abowitz and Harnish (2006) demonstrated, transnational and critical frameworks for citizenship education have rarely challenged the dominant national narrative.

The field of education for global citizenship has reached a critical point in its development and needs a clearer vision about the field’s contribution and limits that are grounded in classroom realities. Presently, there are a broad range of definitions, goals, and practices for educating for global citizenship, driven by diverse and sometimes contradicting ideologies. The contributors to this special issue will advance a democratic vision that seeks to provide a roadmap forward for educators and researchers. To this end, the articles will illustrate diverse theoretical and practical aspects of education for global citizenship that are applied to current studies and/or examples from the authors’ professional experience. The following two questions will guide this inquiry:

1) What do diverse disciplinary and interdisciplinary perspectives contribute to our understanding of global citizenship education in schools?

2) What kinds of policies and practices should a democratic vision for education for global citizenship advocate to have a meaningful impact in classrooms now and in the future?

The goal is for the articles to collectively provide a vision for global citizenship education that responds to the fluid and diverse values, identities, and sense of membership that youth now experience in the globalizing and interconnected world.

Deadline: June 1, 2015

Publication date: November 2015

Early submissions are encouraged.

Guest Editor: Dr. John P. Myers, Florida State University, jpmyers@fsu.edu

References

Abowitz, K. K., & Harnish, J. (2006). Contemporary discourses of citizenship. Review of Educational Research, 76(4), 653-690.

Fischman, G. E., & Haas, E. (2012). Chapter 8. Beyond idealized citizenship education: Embodied cognition, metaphors, and democracy. Review of Research in Education, 36(1), 169-196.

Myers, J. P., McBride, C., & Anderson, M. (in press). Beyond knowledge and skills: Discursive construction of civic identity in the world history classroom. Curriculum Inquiry.

Myers, J. P., & Zaman, H. A. (2009). Negotiating the global and national: Immigrant and dominant culture adolescents’ vocabularies of citizenship in a transnational world. Teachers College Record, 111(11), 2589-2625.

Noddings, N. (Ed.). (2005). Educating citizens for global awareness. New York: Teachers College Press.

Partnership for 21st Century Skills (2014). Reimagining citizenship for the 21st century: A call to action for policymakers and educators. Washington DC: Partnership for 21st Century Skills.

Stromquist, N. P., & Monkman, K. (Eds.). (2014). Globalization and education: Integration and contestation across cultures. Lanham, MD: Rowman & Littlefield.

Suárez-Orozco, M. M., & Sattin, C. (Eds.). (2007). Learning in the global era: International perspectives on globalization and education. Berkeley, CA: University of California Press.

Unesco (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris: UNESCO.

A Special Thanks to our 260 V22-2014 Reviewers

Education Policy Analysis Archives — 2014-12-21

Dear 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!

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Prezad@s leitor@s

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Our 260 V22-2014 Reviewers

Emily Ackman

Cecilia Adrogue

Almerindo Afonso

María del Carmen Agullío

Angela Aisenstein

James Albisetti

Tasha Almond

Alexandra Anache

Gary Anderson

Kevin Anderson

Emily Arcia

Fernanda Astiz

Mercedes Avila

Evelyn Baca

Clarissa Baeta Neves

Barbara Bales

Claudio Baptista

Lesley Bartlett

Vera Lucia Bazzo

Jason Beech

David Berliner

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Andres Bernasconi

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Daniel Bowen

Daniel Brailovsky

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Orlena Broomes

Kim Brown

Elizabeth Browne

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Rosa Bueno Fischer

Jesus Burciaga-Robles

Juliane Campos

Brendan Cantwell

Vera Capellini

Limarys Caraballo

Stephen Carney

Paulo Carrano

Patricia Castillo

Sabrina Castro

Denice Catani

Samantha Caughlan

Kathryn Chapman

Daniel Choi

Chuing Chou

Maria Ciavatta

Jesus Cisneros

Stephen Coffin

Nesdete Correa

Marisa Costa

Valdelucia Costa

Fabiane Adela Costas

Shelly Counsell

Katherine Crawford-Garrett

Kevin Crouse

Mara Cruz

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Juarez Dayrell

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Matthew Della Sala

David DeMatthews

Karishma Desai

Sherman Dorn

Joao dos Reis Silva Junior

Patricia Ducoing

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Ines Dussel

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Richard Speaker

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Annual Summary EPAA/AAPE Volume 22 (2014)

Education Policy Analysis Archives — 2014-12-15

Annual Summary EPAA/AAPE Volume 22 (2014)

Overview of Publishing Activities

124 articles were released in 2014, representing a 36% increase from 2013
- 24 articles in Portuguese
- 39 articles in Spanish
- 62 articles in English
- 202 authors (compared to 168 in 2013) from more that a 100 institutions and 24 different countries (compared to just 19 countries in 2012)
- 260 reviewers collaborated with EPAA/AAPE
- Formalized the agreement with Revista de Política Educativa and posted 21 articles.
- 7 special issues published:

Qualitative Inquiry, Guest Co-Edited by Gustavo E. Fischman and Adai Tefera.
Nuevas Perspectivas sobre el Curriculum Escolar, Guest Co-Edited by Miguel A. Pereyra and Jesús Romero Morante.
The Future of Educational Research Journals, Guest Edited by David Post.
4. Politics, Policies, and Practices of Coaching and Mentoring Programs, Guest Edited by Sarah L. Woulfin.
Educação de Jovens e Adultos; Aprendizagem no Século 21, Guest Co-Edited by Sandra Regina Sales & Jane Paiva
Educação Especial: Diferenças, Currículo e Processos de Ensino e Aprendizagem, Guest Co-Edited by Márcia Denise Pletsch & Geovana Mendonça Lunardi Mendes
The Comparative and International Histories of School Accountability and Testing, Guest Co-Edited by Sherman Dorn and Christian Ydesen

19 videocasts posted on the EPAA/AAPE (7 more than in 2013)

Readership

3,386 subscribers to our listserv (17% increase from 2013)
204,000 unique visitors in the year (30% increase from 2013)
PKP Publishing services has hosted EPAA since August 2014, and reports that the journal has averaged 17,000 unique visitors per month, with a staggering 18GB of data per month served on average.

EPAA Visitors (Top 10 Countries)

Country/Territory	Visitors	%
United States	68,756	56.6%
Brazil	5,695	4.69%
United Kingdom	3,432	2.83%
Canada	3,366	2.77%
Spain	3,049	2.51%
Mexico	2,859	2.36%
Argentina	2,348	1.93%
Australia	2,327	1.92%
India	2,235	1.84%
Philippines	2,030	1.67%

Social Media

EPAA is committed to finding new and relevant ways to disseminate educational research, such as the use of social media:
- 359 new Facebook followers since the New Year, with 882 “likes.”
- 700 Twitter followers – follow us @epaa_aape!
- More than 3,000 views on Academia.edu

Publication Process

Submissions received during 2014: 310

Submissions sent for peer review 154

Submissions rejected by editorial board 108

Submissions rejected after peer-review 101

Submissions accepted for publication 53

Submissions still under review 57

Acceptance Rate 9%

Time to Publication

7-10 days (interval for publication)
50 days to review (average time for contacting authors with letters of acceptance/rejection) – down from 56 days in 2013.
85 days to publication (average time between reception, revision and publication) – down from 150 days in 2013.

Rankings, Indexing, and Progress

EPAA/AAPE is listed by more than 20 scholarly indexing agencies including Scopus, Redalyc, Qualis, CIRC and Pubmed among others.
EPAA/AAPE is listed in Quartile 2 in the classification of the Scimago Journal Ranking using data from Scopus.
Using Scopus, EPAA/AAPE’s H-Index is 29 (The H-index indicates average citations)
Using Google Scholar EPAA/AAPE’s has an H-index of 15.
Using the H-index of Google Scholar EPAA/AAPE’s is one of the top 10 education policy journals
Using the H index of the SCImago Journal Rank (SJR) EPAA/AAPE is ranked #68 among 414 US education journals and #125 among the 1035 worldwide ranked journals in education.
According to our own estimates, EPAA/AAPE continues to be the top open access journal ranked on the SJR indicator.

Announcements

Beginning in Fall 2014, editorial support for EPAA has been provided by edXchange’s Scholarly Communications Group, a knowledge mobilization initiative supported by Arizona State University’s Mary Lou Fulton Teachers College.
Starting in January 2015, Dr. Kevin Kinser will be the new associate editor of higher education and we would like to thank Dr. Rick Mintrop for his service to the journal.
7 special call for papers are under development for 2015:
- A New Paradigm for educational Accountability, Guest Edited Linda Darling-Hammond
- Knowledge brokers in education: How intermediary organizations are bridging the gap between research, policy and practice internationally Guest Edited Amanda Cooper
- Examining Teach For America: Politics, Leadership, Student Achievement, and Race, Guest Co-Edited by Tina Trujillo and Janelle Scott.
- Teach For All and Global Teacher Education Reform, Guest Co-Edited by Daniel Friedrich and Rolf Straubhaar.
- Models of Open Education in Higher Education, Guest Co-Edited by Lisa Petrides and Cynthia Jimes.
- Etnografía y sociolingüística de la interacción. Análisis de prácticas cotidianas y políticas educativas a través de ensayos fotográficos y artículos de investigación, Guest Co-Edited by Ana Heras and Virginia Unamuno.

Stephen J. Ball y la investigación sobre políticas educativas en América Latina. Guest Co-Edited by Jason Beech y Analía Inés Meo,

Call for Papers: Knowledge Brokers in Education

Education Policy Analysis Archives — 2014-12-09

Call for Papers: Knowledge brokers in education: How intermediary organizations are bridging the gap between research, policy and practice internationally.

Guest Editor: Dr. Amanda Cooper, Queen’s University, Kingston, Ontario, Canada

An emerging field of inquiry has arisen in order to address the oft-cited gaps between research, policy and practice called knowledge mobilization (KMb) in education and knowledge translation (KT) in the health sector (names vary across sectors and countries). KMb includes efforts to increase the use of research evidence in policy and practice in education. KMb occurs through iterative, social processes involving interaction among two or more different groups or contexts (researchers, policymakers, practitioners, third party agencies, community members) in order to improve the broader education system.

Much of the research that does exist on KMb focuses on research producing contexts (such as universities) and research using contexts (such as hospitals and schools) with very few studies addressing the intermediary organizations that often facilitate research use processes. This issue uses the term ‘research brokering organization’ (RBO) to describe third party, intermediary organizations whose active role between research producers and users is a catalyst for research use in education. Intermediaries are important because practitioners rarely come into contact with primary research directly from academic journals or lengthy research reports. Instead, educators engage with research indirectly through colleagues, professional development, the media, and often through various third party organizations. Because of the growing recognition of the prominence of intermediaries, research agencies (e.g. William T. Grant Foundation) and prominent scholars in the field are highlighting the importance of intermediaries’ roles in KMb and emphasizing the need for empirical work on third parties in the KMb process.

This special issue will explore the nature and impact of the work of RBOs in research mediation in education in Canada, the US and the UK, and also looks for evidence on the impact of these efforts. Papers could include (but are not limited to):

- Empirical work exploring knowledge mobilization efforts of research brokering organizations such as ministries of education, state education agencies, district level research services or office, University Research Centres, Advocacy Groups, Issue-based Organizations, Think tanks, professional organizations for teachers or researchers, and network organizations which bring diverse stakeholders together.

- Efforts made by researchers or research centres to make their research more accessible, especially using innovative strategies involving multi-media products, social media or collaborative partnerships

- Empirical studies exploring work with policymakers on evidence-based decision-making.

- Empirical studies exploring how educational practitioners engage with (or fail to engage with ) research-based policy or practice

- Empirical studies exploring how community agencies are involved connecting research to practice in education

- Empirical studies exploring the adoption of evidence-based programs in schools or school districts.

Contributors to this special issue are highly encouraged to develop multi-media component, so all articles will also have a short video abstract that briefly outlines topic, significance, methods, findings and implications

Submission Deadline: March 1, 2015.

Publication date: August 2015

Early submissions are encouraged.

Guest Editor: Dr. Amanda Cooper, Assistant Professor, Educational Policy & Leadership, Queen’s University, Kingston, Ontario, Canada

amanda.cooper@queensu.ca

Número especial: Stephen J. Ball y la investigación sobre políticas educativas en América Latina

Education Policy Analysis Archives — 2014-07-29

Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas anuncia un llamado a presentar trabajos para un número especial que explorará el aporte de la perspectiva teórica de Stephen J. Ball a la investigación sobre política educativa en América Latina.

Call for Papers: Examining Teach For America

Education Policy Analysis Archives — 2014-07-15

Call for Papers: Teach For All and Global Teacher Education Reform

Education Policy Analysis Archives — 2014-05-29

Call for Papers: Models of Open Education in Higher Education

Education Policy Analysis Archives — 2014-04-24

Annual Report volume 21 (2013)/a special thanks to our volume 21 (2013) reviewers!

Education Policy Analysis Archives — 2013-12-20

Deadlines for EPAA/AAPE’s special call for papers are fast approaching.

Education Policy Analysis Archives — 2012-07-26

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.

EPAA/AAPE Call for papers for four special issues

Education Policy Analysis Archives — 2012-06-03

Dear Readers,

Education Policy Analysis Archives (EPAA/AAPE) announces the call for papers for four special issues:

Value-Added: What America’s Policy-Makers Need to Know and Understand

Research papers exploring the appropriate role of value-added in teacher and school evaluation policies, presenting evidence-based arguments about VAMs, and situating research-based evidence in local, state, or national policy contexts are encouraged.

Deadline: Monday, July 1, 2012

Expected Publication Date: November/December 2012

Guest Editor: Dr. Audrey Amrein-Beardsley (audrey.beardsley@asu.edu)

Assistant Editors: Clarin Collins (clarin.collins@asu.edu); Dr. Sarah Polasky (sarah.polasky@asu.edu); Ed Sloat (esloat@asu.edu)

Democracy’s College: The American Community College in the 21^st Century

Research papers exploring the role of community colleges in the 21^st 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)

Preparing Teachers Highly Qualified to Do What?

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)

Social Pedagogy in the 21^st Century

Research papers exploring the role of social pedagogy in the 21^st 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 Editor: Dr. Daniel Schugurensky (dschugur@asu.edu)

FOR MORE INFORMATION ABOUT “EPAA/AAPE SPECIAL ISSUES” VISIT http://epaa.asu.edu/ojs/announcement OR CONTACT THE GUEST EDITORS