Vol. 27 (2019)

• Troubling the master narrative of “grit”: Counterstories of Black and Latinx Students with dis/abilities during an era of “high-stakes” testing

  Adai Tefera, David Hernández Saca, Ashlee Lester

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• The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

  David E. DeMatthews, David S. Knight

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• Administrators’ unintentional sensegiving and system reform outcomes

  Lok-Sze Wong

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• The resegregation of public schools? Examining Parents Involved in practice

  Craig De Voto, Meredith L. Wronowski

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• Convivencia escolar policies in Latin America: Four perspectives for comprehension and action

  Macarena Morales, Verónica López

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• State-level autonomy in the era of accountability: A comparative analysis of Virginia and Nebraska education policy through No Child Left Behind

  Ryan Richard Ruff

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• Socioeconomic school segregation as a dimension of educational exclusion: Fifteen years of evolution in Latin America

  Natalia Krüger

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• Legislating education policy and equity at the ballot box: A descriptive analysis of the prevalence and content of education ballot initiatives over time

  Amy N. Farley

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• Effects of New Hampshire’s innovative assessment and accountability system on student achievement outcomes after three years

  Carla M. Evans

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• Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey

  Amanda Olsen, Francis Huang

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• The school principal in Argentina: A key (yet) invisible actor. A study on regulations, work conditions and professional development of school principals in public schools

  Claudia Romero, Gabriela Krichesky

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• The use of information in policy processes: Epistemological and decisional tensions in the National Policy of Educational Evaluation in Mexico

  Liliana Valladares

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• Separate and Unequal – Title I and Teacher Quality

  Elizabeth Iris Rivera Rodas

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• Schools as market-based clusters: Geospatial and statistical analysis of charter schools in Ohio

  Elizabeth A. Gilblom, Hilla I. Sang

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• Some pennies are more equal than others: Inequitable school facilities investment in San Antonio, Texas

  Marialena D. Rivera, Sonia Rey Lopez

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• Alignment between teacher performance standards and preschool curriculum

  Edna Luna Serrano, Luis Horacio Pedroza Zuñiga, Perla Lizeth Cordova Valenzuela

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• Data-driven decision making in early education: Evidence From North Carolina’s Pre-K program

  Michael Harris Little, Lora Cohen-Vogel, James Sadler, Becca Merrill

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• Effects of public policies on the preferences and orientation of the activities carried out by academics in STEM areas of IES de México

  Edgar Oswaldo González Bello, Etty Haydeé Estévez Nenninger, Carlos Javier Del Cid García

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• Contextual dimensions and policy actors of food and nutrition education

  Júlia Graciela de Souza, Marcia Regina Selpa Heinzle

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• Free higher education and its effects on access: Case of Ecuador

  Jairo Rivera

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• A mixed-methods study: Districts’ implementation of language classification policies and the implications for male, Hispanic, and low-income middle school students

  Marcela Reyes, Thurston Domina

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• Policies for school climate in an era of accountability

  Paula Ascorra, Claudia Carrasco Aguilar, Verónica López, Macarena Morales

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• ‘Triage, transition, and transformation’: Advocacy discourse in urban school reform

  Sarah Winchell Lenhoff, Jennifer M. Lewis, Ben Pogodzinski, Robert Dorigo Jones

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• Characteristics of the opt-out movement: Early evidence for Colorado

  Grant Clayton, Andrea J. Bingham, Gregory B. Ecks

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• Academic fraud at the university: An analysis of an actual case, the conflict and its resolution

  Alfonso Pardo, Carlos Rodríguez-Casals

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• Improving graduation rates: Legitimate practices and gaming strategies

  Noralee R. Edwards, Diana L. Mindrila

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• Teacher leadership development: Tracking one district’s progress over three years

  Jonathan Eckert, Alesha Daughtrey

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• Directors of Chilean public schools selected by high public management removed from office before the end of their term: Lessons for Latin America

  Sebastian Donoso - Diaz, Juan Pablo Fernandez -Negrete, Daniel Reyes Araya

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• Analysis of the teaching career in primary education in Mexico: Between credentialism and meritocracy

  Yazmín Cuevas, Karla Rangel Montalvo

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• Quantifying the value teachers place on non-monetary factors when evaluating job opportunities

  Jeffrey Gunther

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• An analysis of tertiary education among dependent and independent workers: The case of Portugal (2006-2016)

  Carla Sofia Pires de Carvalho Oliveira Silva, María Jesús Freire Seoane, Beatriz López Bermúdez

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• Political Discourse Analysis: Conceptual and analytical tools for the critical study of educational policies in times of global reform

  Diego Palacios Díaz, Felipe Hidalgo Kawada, Rodrigo Cornejo Chávez, Noemí Suárez Monzón

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• Policy field and policy discourse: The American Federation for Children Network

  B. Scott Ellison, Ariel M. Aloe, Shehreen Iqtadar

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• School failure of disadvantaged students from a critical discourse analysis approach

  Ignacio Calderón Almendros, Olga Cruz Moya, María Teresa Rascón Gómez

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• Adult Education in the pedagogical spaces of Community Intervention

  Nuno Fraga, Gorete Pereira, Glória Gonçalves

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• Reading practices in a male penitentiary: Access, repression and senses

  Wemberson José de Souza, Maria Celeste Reis Fernandes de Souza

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• Strategies for the internationalization of education and curriculum: From universities to territories of basic education

  Juarues da Silva Thiesen

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• “Test of Competence in Science and Technology,” a model of external evaluation in Spain

  Tobías Martín-Páez, José Miguel Vílchez-González, Francisco Javier Carrillo-Rosúa

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• Infrastructure conditions of Brazilian schools: A needy school for the needy?

  Marisa Ribeiro Teixeira Duarte, Carlos André Teixeira Gomes, Luciana Gonçalves de Oliveira Gotelib

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• Education, poverty and income transfer programs: The implementation of the Oportunidades Program in Mexico

  Breynner Ricardo Oliveira, Maria do Carmo de Lacerda Peixoto

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• Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools

  Jennifer B. Ayscue, Genevieve Siegel-Hawley

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• Induction to teaching profession: Problems of beginner teachers in the Dominican Republic

  Juan Francisco Jáspez, Marita Sánchez-Moreno

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• The role of ICT in enhancing the autonomy of higher education students: Teachers’ insights

  Dora Simões, Paula Faustino

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• Affirmative action and social stereotypes: Deconstructing the myth of minority inferiority

  Eloisio Moulin de Souza

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• Does isolation from immigrant students benefit or harm third-plus generation students?

  Margarita Pivovarova, Jeanne M. Powers

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• National School Food Program in the context of federalism: Under the gaze of the educational manager

  Rosaria Cal Bastos, Magnus Luiz Emmendoerfer, Amélia Carla Sobrinho Bifano, Maria das Dores Saraiva Loreto

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• Monologue and silence in the teachers’ meetings: The subjective positions that education policy places on managers and teachers in two non-selective public schools in Chile

  Felipe Acuña, Paulina Contreras, Jenny Assaél

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• Circulation and reception of the theory of “academic capitalism” in Latin America

  José Joaquín Brunner, Julio Labrana, Francisco Ganga, Emilio Rodríguez-Ponce

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• DINTER projects: Contribution to the expansion of National Graduate System in Brazil

  Flávia Melissa Souza Moraes, Maria Rosa Chitolina Schetinger

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• Public policy for rural education: A systematic review of Brazilian publications

  Giuliano Alves Borges e Silva, Fernanda de Souza Gusmão Louredo, Frederico José Lustosa da Costa

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• The “High Inspection” in education: An unknown service of the Spanish educational system

  Carmen Álvarez-Álvarez, Marcos Francisco Rodríguez-Bravo, Alexandre Camacho-Prats

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• Stakeholders and managerial practices in basic public school: A multi-case study

  Ananda Silva Singh, Vanyne Aparecida Franco Freitas, Valdir Machado Valadão Junior

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• Shortchanging complexity: Discourse, distortions, and diversity policy in the age of neoliberalism

  Andrea Arce-Trigatti, Ashlee Anderson

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• Qualitative analysis of the use of teaching strategies by university teachers in contexts of teacher training

  Patricio Sebastián Henriquez, Vicente Arámburo Vizcarra

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• Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB

  Meredith L. Wronowski, Angela Urick

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• Teacher shortage as a local phenomenon: District leader sensemaking, responses, and implications for policy

  Erin McHenry-Sorber, Matthew P. Campbell

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• Scale development and validation to measure institutional conditions to promote educational innovation with ICT

  Gary Alberto Cifuentes, Diana Alejandra Herrera Velásquez

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• Work, teacher training, and integration of DICT to educational practices: Beyond technological rationality

  Lucas Marfim, Lucila Pesce

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• Professional learning as policy enactment: The primacy of professionalism

  Ian J. Hardy, Wayne Melville

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• “Academic Work Syndrome” (SINATA) in educational institutions in Latin America

  Santos Noé Herrera Mijangos, Dayana Luna Reyes, Jorge Gonzalo Escobar Torres

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• The organization of the teachers’ unions in the Paraná Municipal Education System: Mapping the relation between union representation and teacher remuneration

  Andréa Barbosa Gouveia

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• Digital teaching competence in initial training: Case studies from Chile and Uruguay

  Juan Silva, María-Julia Morales, José-Luis Lázaro-Cantabrana, Mercè Gisbert, Paloma Miranda, Ana Rivoir, Alicia Onetto

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• Emotional education in primary school: A learning for life

  María del Pilar Sepúlveda Ruiz, María José Mayorga Fernández, Rocío Pascual Lacal

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• Evaluating the influence of school principals’ transformational leadership on student performance: Analysis of microdata from Prova Brasil

  Vera Regina Ramos Pinto, Deborah Moraes Zouain, André Luís Faria Duarte, Luiz Alexandre Valadão Souza

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• The teaching profession in crisis: The decrease of enrollment in normal schools of Mexico

  Jihan García-Poyato Falcón, Graciela Cordero Arroyo

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• Contribution of ethics education to public administration students’ moral competence development

  Everton Silveira de Souza, Maurício C. Serafim, Lais Silveira Santos

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• Whiteness and economic advantage in digital schooling: Diversity patterns and equity considerations for K-12 online charter schools

  Bryan Mann

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• Evaluation policies of educational systems: A comparative study between Spanish autonomous communities in basic education

  Gabriel Álvarez-López

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• Closure and the roles of student performance and enrollment characteristics: A survival analysis of charter schools in Ohio’s largest urban counties

  Elizabeth Anne Gilblom, Hilla I. Sang

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• Politics, ideology and education in the PSOE during the Transición (1976-1982): Schooling and secularization

  Javier González-Moreno

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• “It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes

  Esa Syeed

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• Critical views of education professionals regarding educational responses to the challenge of inclusion in Andalusian schools

  Lorena Domingo Martos, Mª Purificación Pérez García, Jesus Domingo Segovia

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• Logics of accountability: Cross-national patterns in school-level controls

  Taeyeon Kim, John T. Yun

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• Practicum of initial teacher training in three European universities (Cantabria, Padua, and Coimbra): A comparative study

  Ángela Saiz Linares, Noelia Ceballos López

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• The difficulty of implementing teaching-based competencies in Spain

  Onofre Ricardo Contreras Jordán, Irene González-Martí, Pedro Gil-Madrona

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• State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators

  Joyce E. Many, Ruchi Bhatnagar, Carla Tanguay, Shaneeka Favors-Welch, Clarice Thomas, Susan Ophelia Cannon, Tamra Ogletree, Jihye Kim, Shannon Howrey, Sohyun An, Karen Kurz, Judi Wilson

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• The student worker in public school: A denied right?

  Naira Lisboa Franzoi, Maria Clara Bueno Fischer, Carla Odete Balestro Silva, Analia Bescia Martins de Barros

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• De-evolution of expectations for evidence-based practices in public education in the United States

  Michael P. Brady, Michael Hazelkorn

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• The influence of school accountability incentives on Advanced Placement access: Evidence from Pennsylvania

  Paul Beach, Keith Zvoch, Michael Thier

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• The struggle for higher education gender equity policy in Afghanistan: Obstacles, challenges and achievements

  Fred M. Hayward, Razia Karim

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• Gender, sexuality, and biopolitics: Processes of life management in contemporary policies for social inclusion

  Maria Cláudia Dal'Igna, Dagmar Estermann Meyer, Priscila Gomes Dornelles, Carin Klein

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• Unraveling the ‘female teacher effect’: The positioning and agency of female teachers in girls’ education reform

  Alyssa Morley

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• Towards a collaborative academic identity and culture: Teaching teams as innovation in university degree programs

  Israel Alonso Sáez, Leire Darretxe, Nekane Beloki

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• Forgotten equity: The promise and subsequent dismantling of education finance reform in New York State

  Drew Atchison

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• Institutional communication at Spanish public universities from the approach of participatory communication

  Esther Simancas González, Marcial García López

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• Fostering community, sharing power: Lessons for building restorative justice school cultures

  Talia Sandwick, Josephine Wonsun Hahn, Lama Hassoun Ayoub

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• The movement of higher education access in Portugal from 1960 to 2017: An ecological analysis

  Leanete Thomas Dotta, Amélia Lopes, Carlinda Leite

  146

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• Student perceptions of a primary education degree and its impact on the development of their professional skills

  Mercedes Cuevas López, Francisco Díaz Rosas

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• Education, nationalism, cosmopolitanism: Toward a cosmopolitan public school

  Lilian do Valle

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• Studies on initial teacher education in Mozambique and its relationship with teacher training policies (2012-2017)

  Santa Mónica Julião Mugime, Feliciano Mapezuane Mahalambe, José Cossa, Carlinda Leite

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• Private foundations in public secondary education in Uruguay

  Cecilia Pereda

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• “Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia

  Melissa Sherfinski, Sharon Hayes, Jing Zhang, Mariam Jalalifard

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• Individual, sociodemographic and institutional variables associated with the retention of first year students of the Programa Académico de Bachillerato of the University of Chile

  Felipe René Munizaga Mellado, Andrés Felipe Rojas-Murphy Tagle, Rodrigo Andrés Leal De Calisto

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• Innovation and reform in teacher training curricula in democratic times in Brazil (1990/2000)

  Marcia Serra Ferreira, Maria do Carmo Martins

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• Understanding the linkages between racial/ethnic discipline gaps and racial/ethnic achievement gaps in the United States

  Maithreyi Gopalan

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• The social unemployment gap in South Africa: Limits of enabling socio-economic redress through expanding access to higher education

  Tafadzwa Tivaringe

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• Physical education and biopolitics in post-dictatorship Uruguay (1985-1990)

  Rodrigo Piriz, Alexandre Vaz

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• The discourse of financial and international cooperation organizations on the compulsory nature of lower secondary education, 1960-2015. A perspective from discursive institutionalism and critical discourse analysis

  Rosalina Romero Gonzaga

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• What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans

  Yiting Chu

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• The Salary Scholarship Program implemented in Mexico: Chiaroscuro of a social policy

  Teresa Yurén, Evelyn Moctezuma, Mayné Elizabeth García, Elisa Lugo

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• An analysis of college and career readiness emphasis in ESSA state accountability plans

  Donald G. Hackmann, Joel R. Malin, Debra D. Bragg

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Commentaries

• Complexity and scale in teaching effectiveness research: Reflections from the MET Study

  Bryant Jensen, Tanner LeBaron Wallace, Matthew P. Steinberg, Rachael E. Gabriel, Leslie Dietiker, Dennis S. Davis, Benjamin Kelcey, Elizabeth Covay Minor, Peter Halpin, Ning Rui

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• Articulations of educational demands made (im)possible by antagonism to “cultural Marxism”

  Alice Casimiro Lopes

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Políticas de Inclusión y Extensión de la Obligatoriedad Escolar

• Special education in Brazilian educational policies: A historical approach

  Luana Leal Ribeiro, Renata Maldonado da Silva

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• The policy of inclusive education and the future of specialized institutions in Brazil

  Encéia Gonçalves Mendes

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• Inclusion “in the Chilean way”: School inclusion in a context of advanced neoliberal policies

  Vicente Sisto

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• The construction of an imaginary on educational improvement: School justice and globalization

  Carmen Rodríguez Martínez

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• The interpellation of inclusion policies to school grammar of the Argentinian high school

  Cecilia Evangelina Melendez, José Alberto Yuni

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• Educational inclusion and the right to education: The senses in dispute

  Ingrid Sverdlick

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• Janus in governance: Interpellations around an educational policy of community intervention in Portugal

  Fátima Antunes, Rosanna Barros

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• What if there were not secondary schools in city neighborhoods? Tensions between the improvement of schooling conditions and the defunding of some socio-educational inclusion policies in the Province of Córdoba

  Maria Cecilia Bocchio

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Understanding and Solving Teacher Shortages

• Breaking the cycle of teacher shortages: What kind of policies can make a difference?

  Linda Darling-Hammond, Anne Podolsky

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• Understanding teacher shortages: An analysis of teacher supply and demand in the United States

  Leib Sutcher, Linda Darling-Hammond, Desiree Carver-Thomas

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• The trouble with teacher turnover: How teacher attrition affects students and schools

  Desiree Carver-Thomas, Linda Darling-Hammond

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• Recruitment, employment, retention and the minority teacher shortage

  Richard Ingersoll, Henry May, Gregory Collins

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• Strategies for attracting and retaining educators: What does the evidence say?

  Anne Podolsky, Tara Kini, Linda Darling-Hammond, Joseph Bishop

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• Equitable access to capable teachers: The states respond

  Gary Sykes, Kacy Martin

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Research For Justice

• Collaborative research for justice and multi-issue movement building: Challenging discriminatory policing, school closures, and youth unemployment

  Ronald David Glass, Brett G. Stoudt

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• Collaborative research and multi-issue movement building for educational justice: Reflections on the Urban Research Based Action Network (URBAN)

  Mark R. Warren, Ronald David Glass

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• Amplifying youth voice and cultivating leadership through participatory action research

  Rachele Gardner, William M. Snyder, Ayda Zugay

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• Community-engaged research through the lens of school closures: Opportunities, challenges, contributions, and lingering questions

  Claudette Agard, Zakiyah Ansari, Jerusha Conner, Barbara Ferman, Liza N. Pappas, Jessica Shiller

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• Researching at the community-university borderlands: Using public science to study policing in the South Bronx

  Brett G. Stoudt, María Elena Torre, Paul Bartley, Evan Bissell, Fawn Bracy, Hillary Caldwell, Lauren Dewey, Anthony Downs, Cory Greene, Jan Haldipur, Scott Lizama, Prakriti Hassan, Einat Manoff, Nadine Sheppard, Jacqueline Yates

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• Research, action, activism: Critical solidarities & multi-scalar powers

  Celina Su

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Politicas Públicas em Educação Especial em Tempos de Ditadura

• Special Education during times of dictatorship

  Katia Regina Moreno Caiado, Maria Edith Romano Siems-Marcondes, Marcia Denise Pletsch

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• Special Education as public policy: A project of the military regime?

  Monica de Carvalho Magalhães Kassar, Andressa dos Santos Rebelo, Gilberta Sampaio de Martino Jannuzzi

  61

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• The public/private relationship in special education policies during the dictatorship period in Brazil (1964-1985)

  José Geraldo Silveira Bueno, Márcia de Souza Lehmkhul, Ricardo Schers de Goes

  62

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• The training of teachers-researchers in Special Education during the dictatorship in Brazil

  Flávia Faissal de Souza, Márcia Denise Pletsch, Getsename de Freitas Batista

  63

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• The National Federation of Apaes in the context of the civil-military dictatorship in Brazil: Construction of hegemony in the field of special education

  Heulalia Charalo Rafante, João Henrique da Silva, Katia Regina Moreno Caiado

  64

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• School and social inclusion in Italy: The contribution of associations for disabled people

  Antonello Mura

  65

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• Special Education in the state of Rio Grande do Sul: History, politics and management (1970-1980)

  Andréa Asti Severo, Mayara Costa da Silva, Claudio Roberto Baptista

  66

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• People with disabilities in capixaba schools after 1964: Exception issues

  Denise Meyrelles Jesus, Regina Helena Silva Simões, Miriã Lúcia Luiz

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• Teacher training in Special Education during the civil-military dictatorship of Pará State

  Ivanilde Apoluceno de Oliveira, Maria do Perpétuo Socorro Gomes de Souza Avelino de França

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• Professionalization policies of the “exceptional” in the period of military dictatorship

  Maria Edith Romano Siems-Marcondes

  69

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The Construction of Knowledge in Higher Education Studies

• Introduction to the special issue: The construction of knowledge in higher education studies: A Southern perspective

  Carolina Guzmán-Valenzuela, José Joaquín Brunner

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• Equity in access and graduation in higher education: Reflections from the Southern Cone

  Ana María García de Fanelli, Cecilia Adrogué

  96

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• Building a socially responsible higher education system in Latin America: Advances and challenges

  Juan José Martí-Noguera, Ricardo Gaete Quezada

  97

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• Embargoed exchanges: A critical analysis of emerging market dynamics in U.S. and Cuban academic exchange

  Taylor C. Woodman

  98

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• The construction of knowledge on “quality” in higher education: A study of universities’ websites in India

  Anamika Srivastava

  99

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• Higher education research in Chile: Publication patterns and emerging themes

  Ana Luisa Muñoz-García, Juan Pablo Queupil Quilamán, Andres Bernasconi, Daniela Véliz Calderón

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• Indigenous internationalization: Indigenous worldviews, higher education, and Tribal Colleges and Universities

  Elizabeth Alva Sumida Huaman, Belinda Chiu, Carrie Billy

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Standards and Competency Frameworks for School Administrators

• Standards and competency frameworks for school administrators: Global, comparative and critical perspectives

  Augusto Riveros, Wei Wei

  111

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• Comparative and critical analysis of competency standards for school principals: Towards an inclusive and equity perspective in Québec

  Julie Larochelle-Audet, Marie-Odile Magnan, Maryse Potvin, Emmanuelle Doré

  112

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• Standards for school principals in Mexico and Spain: A comparative study

  Miguel Angel Díaz-Delgado, Inmaculada Garcia-Martinez

  113

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• A Spanish framework for school principal and professional identity: Context, development and implications

  Antonio Bolívar

  114

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• Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

  Amy N. Farley, Joshua Childs, Olivia Johnson

  115

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• The development of competencies required for school principals in Quebec: Adequacy between competency standard and practice

  Monique Lambert, Yamina Bouchamma

  116

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• Preparation for an effective leadership in Chile: An opinion study of a national leadership framework from principals´ perspectives

  Maria del Rosario Rivero Castro, Teresa Yañez Cifuentes, Constanza Hurtado

  117

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Globalization, Privatization, Marginalization

• Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education

  D. Brent Edwards Jr., Alexander Means

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• “Glocalisation” doctrine in the Israeli Public Education System: A contextual analysis of a policy-making process

  Yuval Dvir, Claire Maxwell, Miri Yemini

  124

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• Education governance and privatization in Portugal: Media coverage on public and private education

  Fátima Antunes, Sofia Viseu

  125

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• Private encroachment through crisis-making: The privatization of education for refugees

  Hang Minh Le

  126

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• Marginalisation in education systems: The Programme for International Student Assessment (PISA) and the failure discourse around the Italian education system

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