Vol. 31 (2023)

Digital Education Platforms and Schooling: New Challenges and Alternatives Towards Education Equity and Children’s Rights

• Digital education platforms and schooling: New challenges and alternatives towards educational equity and children’s rights

  Pablo Rivera-Vargas, Lluis Parcerisa, Carla Fardella

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• The critical study of digital platforms and infrastructures: Current issues and new agendas for education technology research

  Carlo Perrotta, Luci Pangrazio

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• Digital educational platforms and formative justice

  Juan José Sosa Alonso, Anabel Bethencourt-Aguilar, Dagoberto Catellanos Nieves, Area-Moreira Manuel

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• Educational platforms: Uses and challenges in the post-digital school. A study in secondary schools of the City of Buenos Aires

  Patricia Ferrante, Alejo González López Ledesma

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• Platforms and digitalization of public education: Exploring its adoption in Catalonia

  Judith Jacovkis, Lluís Parcerisa, Diego Calderón-Garrido, Ainara Moreno-González

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• Tensions arise in the discourse among educational institutions, public administration, and BigTech concerning the use of commercial digital platforms within the Catalan educational system

  Gustavo Herrera-Urizar, Pablo Rivera-Vargas, Belén Massó-Guijarro, Sònia Folguera-Àlvarez

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• Digital leap in the New Mexican school since the pandemic lockdown: Challenges for governance and pedagogical processes

  Cecilia Peraza, Mauro Jarquín

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• Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

  Emilia Restiglian, Juliana Elisa Raffaghelli, Monica Gottardo, Paola Zoroaster

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• Normative becoming in the digital sphere: WhatsApp parents’ groups in Chilean education

  Camila Moyano Dávila, Ismael Tabilo, María Isabel Vera-Muñoz, Samanta Alarcón Arcos

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• "That's already being done": Symmetrical analysis of Chile's sexuality education policy

  Cristopher Yáñez-Urbina, Vicente Sisto, Verónica López, Francisco Tirado

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• Representations of art education in public policy: The Colombian case

  Yenny Samanda Nieto, Alejandro Balanzó

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• An approach to school experiences of returning migrant students at the undergraduate level

  Argelia Ramírez, Isabel Izquierdo, Andrés Ernesto Gonzaga

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• Collaborative inquiry as a facilitator of agency in a Chilean principals’ network: Implementing the formative assessment together

  Nicole Bustos, Mauricio Pino-Yancovic, Catalina Zúñiga

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• Democratizing dual enrollment: Beyond economic rationales

  Julia C. Duncheon, Dustin Hornbeck

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• Critical discourse analysis of educational policies on information and communications technology: Tensions, similarities, and differences in the production of policies in Mexico, Colombia and Brazil

  Luis Gerardo Rojas-Quesada

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• Extending understanding of the relationship between school district COVID-19 reopening plan signals and enrollment decline

  Andrew R. Diemer, Amy J. Shelton, Aaron Park, Paula Langley, J. Cameron Anglum

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• Political networks in Brazilian education: The case of the National Curricular Common Core

  Hellen Gregol Araujo, Alice Casimiro Lopes

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• An examination of public discourse about teachers’ collective bargaining rights in a portfolio school district

  Anna L. Noble

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• Evolution of Chilean higher education from a governance equaliser perspective

  José Joaquín Brunner, Mario Alarcón

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• Erasure, expert/ise, and educational “choice”: A poststructuralist perspective of Kansas educational bills in 2023

  Angela Kraemer-Holland

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• A qualitative approach of the impact of the 20.903 Law on the quality of initial teaching training programs at Universidad de Los Lagos

  Mauricio Barra-Ranni, Gustavo Guerrero-Molina, Hugo Saavedra-Hernández, Ignacio Soto-Silva

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• Evaluating the validity evidence surrounding use of value-added models to evaluate teachers: A systematic review

  Audrey Amrein-Beardsley, Matthew Ryan Lavery, Jessica Holloway, Margarita Pivovarova, Debbie L. Hahs-Vaughn

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• Accessibility and inclusion in undergraduate accounting majors: A discussion about the phenomenon of denial regarding knowledge and involvement

  Matheus Silva Souza, Marli Auxiliadora da Silva

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• Rural district leaders and place in the shadow of the pandemic: Refining the conceptualization of leadership of place as caring

  Jeff Walls, Sarah J. Zuckerman

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• Arriving at university: Aspirations and experiences of first-year university students in Mexico

  Luis Antonio Mata Zúñiga

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• Navigating parental rights: A study of Virginia’s model policies on transgender student treatment

  Dustin Hornbeck

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• Student assistance: An assessment of its effectiveness

  Luiz Cláudio Costa Ferreira, Alexandre Nascimento de Almeida, Carolina Cassia Batista Santos, Bernardo Kipnis

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• Let’s face it, the racial politics are always there: A critical race approach to policy implementation in the wake of anti-CRT rhetoric

  Anjalé Welton, Sarah Diem, Sarah Lent

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• Difference between schools in Buenos Aires (Argentina)

  Pablo Santiago Serrati

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• Money matters: How social class shapes students’ understandings of financing their education

  Saralyn McKinnon-Crowley, Ashli Duncan-Buchanan, Eliza Epstein, Huriya Jabbar, Lauren Schudde

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• Emotional education within a neoliberal policy framework: Theoretical-epistemological reflections based on an exploratory study of speeches by AMBA secondary school educators

  Juana Sorondo

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• Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

  Abebaw Yirga Adamu

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• Change, isomorphism, quality, and public evaluation and accreditation policies in higher education: A case in Colombia

  Nelcy Suárez-Landazábal

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• Framing parents’ attitudes toward career and technical education

  Walter Ecton

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• Migrant children's right to education: Education policy stages of the European Union

  Adrián Neubauer

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• Science curriculum for primary education: A comparative analysis between Portugal, England, United States, Australia and Singapore

  Patrícia Christine Silva, Ana Valente Rodrigues, Paulo Nuno Vicente

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• Re-centering civil rights in the reauthorization of ESEA: An equitable, ecological, evidence-based framework

  Elizabeth H. DeBray, Kara S. Finnigan, Janel George, Janelle Scott

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• Individual, social, and racial experiences with affirmative action at Brazilian universities: A scoping review

  Kênia Eliber Vieira, Laura Aparecida Martins Albino, Betânia Alves Veiga Dell’Agli, Luciana Maria Caetano

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• “Private” schools financed with public funds: A comparative study between England and Spain

  Cristina Pulido-Montes, Luis Miguel Lázaro

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• School admissions and educational justice: Parents' moral dilemmas facing the new Chilean school admission system

  Macarena Hernández, Alejandro Carrasco, Angélica Bonilla, Ngaire Honey

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• What do institutional development plans say about sustainability? An analysis of HEIs highlighted in sustainable actions

  Vanessa de Campos Junges, Simone Alves Pacheco de Campos, Lisiane Celia Palma, Matheus Machado Laurini

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• Testimonies of situated regulation: Combination and alternation of curricular formats in agricultural and technical schools of Cordoba, Argentina

  Yanina Débora Maturo, María de los Ángeles Belmonte

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• Mundane technologies of educational policy consultancy: Presentations and interpretive control

  Khizar Nasir, Jan Nespor

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• Internationalization strategies of Brazilian universities participating in the Capes PrInt Program

  Marília Costa Morosini, Vanessa Gabrielle Woicolesco, Jocelia Martins Marcelino, David Jorge Rodrigues Hatsek

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• What is educational inequality? Divergences and continuities in the major educational reforms in Spain

  Carlos Alonso Carmona, Albert García-Arnau, M. Susana Vázquez-Cupeiro

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• Collective leadership: A catalyst for school improvement

  Jonathan Eckert, Grant Morgan

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• Formulation of public policy on community literacy in Brazil

  Alana Driziê Gonzatti dos Santos, Maria do Socorro Oliveira

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• Equity and geography of opportunities in Mexico: The territorial distribution of higher education markets in Oaxaca

  Gustavo Mejía Pérez, José Luis González Callejas, Tiffany Abigail Pérez Ramos

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• Finding tomorrow’ teachers: Investigating school district plans for pre-collegiate GYO programs

  Doug Hamman, Shirley M. Matteson, The Nguyen

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• Trainers' perceptions on pedagogical mentoring

  Berki Yoselin Taveras-Sánchez, Julián López-Yáñez

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• Managerialism in school practices of Andalusian educational centres: A case study

  Diego Martín-Alonso, Eva Guzmán-Calle

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• The impact of a formal teacher leadership program on student performance

  Jonathan A. Supovitz, Meghan Comstock

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• Pedagogical-curricular assessment in primary education: A systematic review of the literature

  Pedro Duarte, Dora Fonseca

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• Construction of border subjectivities of childhood by Chilean educational policies in contexts of migration

  Sara Joiko

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• Durability and debate: How state-level policy actors frame school choice

  Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh, Huriya Jabbar, Kate E. Kennedy

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• A history of institutionalized participation in Brazil and its implications for educational policies

  Tauã Carvalho Assis, Maria Glória Gohn

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• Educational policy in the “Reggio Emilia Approach” 75 years later: Dialogues on the beauty of the school space with Vea Vecchi, Maddalena Tedeschi and Carlotta Ferrozzi

  Ana Márquez-Román, Encarnación Soto Gómez

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• Framing neoliberalism: A content analysis of Ley de Reforma Educativa de Puerto Rico

  Patricia M. Virella

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• School participation in marginalization and students leaving school: The case of Portugal

  Joaquim Azevedo

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• Meanings about school abandonment for teachers of youth and adult education in Chile and Spain

  Tabata Contreras-Villalobos, Verónica López, José Luis Lalueza

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• Toward ensuring the equitable allocation of federal funding: An analysis of Hispanic-serving institutions’ pursuit and receipt of Title V grants

  Stephanie Aguilar-Smith, John Yun

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• Privatist conceptions in the state public sphere: An analysis of the "Common National Matrix of Competences for School Principal"

  Karine Vichiett Morgan

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• Teacher professional development: Catalysts and barriers in teaching careers in Chile

  Claudia Carrasco-Aguilar, Sebastián Ortiz, Tabisa Verdejo, Alexandra Soto

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• “Who are these for? Is this for the teacher?”: Understandings of expertise and evaluation in the era of ESSA

  Madeline Good

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• Schools’ educational policies about grade retention decision making

  Natalie Nóbrega Santos, Vera Monteiro

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• A theoretical and methodological proposal to decolonize history teaching

  Benjamin Rafael Sher, Isidora Sáez-Rosenkranz

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• Authority over power in English learner accountability policies: Maintaining a national role within a context of local control

  Nelson Flores, Erica Saldivar Garcia, Adam Edgerton

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• To publish or to research? To reproduce or to teach? Reflections on the experiences of women doctoral candidates in accounting

  Camilla Soueneta Nascimento Nganga, Silvia Pereira de Castro Casa Nova, João Paulo Resende de Lima, Sandra Maria Cerqueira da Silva

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• Impact of state financial aid for students on university tuition prices: The case of the Ser Pilo Paga program in Colombia

  Carlos Hoyos-Pontón, Alexander Villarraga-Orjuela

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• A seat at the table: Lessons from Tennessee’s rapid achievement and equity gains

  Kaylee T. Matheny

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• Teacher training and special education: The contours of a conversation in the Brazilian context

  Mayara Costa da Silva, Claudio Roberto Baptista, Denise Meyrelles de Jesus

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• Factors influencing the choice of a teaching career in Chilean technical-vocational secondary schools

  Maria Paola Sevilla, Cristóbal Madero

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• edTPA implications for teacher education policy and practice: Representations of epistemic injustice and slow violence

  Cara Faith Bernard, Douglas Kaufman, Mark Kohan, Glenn Mitoma

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• Training itineraries of multiprofessional residency in family health: Education and interprofessional collaboration

  Bryan Silva Andrade, Rosana Quitela Brandão Vilela, Jorge Luís de Souza Riscado

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• The effect of ICT access at home on academic failure: The case of Buenos Aires province, Argentina

  María Marta Formichella, María Verónica Alderete

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• A proposed typology of improvement science in state ESSA plans

  Kathleen M. W. Cunningham, David Osworth

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• Deliberative democracy in the school management of the state education system of the State of Minas Gerais-Brazil: An invitation for new perspectives

  Eldaronice Queiroz de Alvarenga, Eduardo Moreira da Silva, Rosimar de Fátima Oliveira

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• Instruments of accountability in Brazilian higher education: Academic rankings in the Parliamentary Inquiry Commission on the Administration of São Paulo State Universities

  André Dutra Martins, Gladys Beatriz Barreyro

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• Obfuscating systemic racism: A critical policy discourse analysis on the operation of neoliberal ideas in media representation of a school district state takeover

  Trish A. Lopez, Holly Sheppard Riesco, Christian Z. Goering

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• Studies with education graduate school alumni: Mapping Brazilian theses, 2013-2021

  Aline Luz Mesquita, Ivan Fortunato

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• Systematic analysis of research and studies on childhood and youth during the COVID-19 state of alarm in Catalonia: Social and educational impact

  Carme Trull-Oliva, Pere Soler-Masó, Xavier Úcar, Maria Josep Valls Gabernet

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• A critical examination of policies and practices impacting the education of unaccompanied immigrant children in the United States

  Ruth M. López, Natalia Giraldo-Santiago

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• Political participation and childhood: How Brazilian children position themselves and make themselves present in their social contexts

  Conceição Firmina Seixas Silva, Lisandra Ogg Gomes

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• The diffuse meaning of “the public” in a Chilean school: A case study

  Silvia Redon, Natalia Vallejos, Camila Belaustegui

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• Small advances and swift retreat: Race-conscious educational policy in the Obama and Trump administrations

  Genevieve Siegel-Hawley, Erica Frankenberg, Kathryn McDermott, Sarah McCollum, Elizabeth DeBray, Janelle Scott

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• Privatization of education and political legitimization strategies via corporate social responsibility

  Juliana de Souza Bittar-Godinho, João Paulo Resende de Lima

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• Tensions between economic need and academic merit: Analysis of perceptions of the 6000 scholarship program in Andalusia (Spain)

  Manuel A. Río Ruiz, María Luisa Jiménez Rodrigo

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• Urban education reform in wicked times: The limits and possibilities of building civic capacity in Detroit

  Leanne Kang

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• Education policy for peace: One of the great challenges for the future of Colombia

  Nancy Palacios, Miguel Rodríguez

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• Gender and higher education in African universities: A critical discourse analysis of key policy mandates in Kenya, Rwanda, and Uganda

  Meseret F. Hailu, Earl E. Lee, Atota Halkiyo, Keti Tsotniashvili, Neelakshi Rajeev Tewari

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• Job satisfaction, professional growth, and mathematics teachers’ impressions about school environment

  Bhesh Mainali, Shashidhar Belbase

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• Textual analysis of the mirrors of the essays of candidates who took the video test in Libras of ENEM – 2017

  Luiz Renato Martins da Rocha, Cristina Broglia Feitosa de Lacerda

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• “This computer has come to do a job”: A socio-material analysis of the policy enactment of innovative policies in a technical school in the City of Buenos Aires, Argentina

  Analía Inés Meo, Mariano Chervin, Lara Ailén Encinas

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• Mapping choice: A critical GIS analysis of English learner enrollment

  Aurora C. Sartori

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• “ENEM, Chego Junto, Chego Bem”: Promoting the transition to higher education in public schools in the state of Ceará, Brazil

  Flora de Paula Gonçalves Holanda Maia, Ana Paula Karruz

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• Why does performance vary among students of low socio-economic status? School and domestic factors associated to academic achievement in six South American countries

  Daniel Pedro Miguez

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• Resegregation will not happen on our watch: The political and social context surrounding voluntary integration in Wake County Public School System

  Jennifer B. Ayscue, Daniela Barriga, Elizabeth M. Uzzell

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• What do studies say about curriculum policies in pedagogy courses? An analysis from the Capes thesis catalog and dissertations (2010 - 2020)

  Wagner Nobrega Torres, Silvia Alicia Martinez

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• Ideologies and policies of perpetual delegitimization: The case of language teaching in Mexico

  David Martínez-Prieto

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• Achievement as white settler property: How the discourse of achievement gaps reproduces settler colonial constructions of race

  Diana M. Barrero Jaramillo

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• Brazilian integral education policies in 21st century: Meta-analysis of scientific production published in journals (2001-2020)

  Roberto Rafael Dias da Silva, Renata Porcher Scherer

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• Meta-evaluation of the teaching evaluation system of a Mexican public university

  Alma Delia Hernández-Villafaña, Edna Luna

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• Same tests, same results: Multi-year correlations of ESSA-mandated standardized tests in Texas and Nebraska

  Norman P. Gibbs, Margarita Pivovarova, David C. Berliner

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• What are the rationales for internationalization of Brazilian higher education institutions? Analysis of member institutions of an association for international education

  Lizângela Guerra, Christine Tessele Nodari, Nicolas Maillard

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• Reasons for leaving and returning to Mexico: The case of repatriated scientists (1991-2019)

  Luis Enrique García-Pascacio, Teresa Yurén Camarena, Jorge Ariel Ramírez Pérez, Julieta Espinosa Meléndez

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• Agnosticism in instructional observation systems

  Sean Kelly

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• Internationalization and university outreach in dialogue: Current knowledge and future perspectives

  Fernanda Leal, Stefani de Souza, Mário César Barreto Moraes

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• The influence of the European Union through the European Semester on the configuration of the state and university model in the Spanish context

  Alexandra Carrasco-González

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• State-level responses to U.S. federal policy on state authorization for higher education

  Rebecca S. Natow, Vikash Reddy, Victoria Ioannou

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• Effects of bureaucracy on inclusive education: The perceptions of Portuguese principals

  Pedro Araújo, Raul Alonso, Paulo Delgado, Paula Romão

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• Configuration of science and technology institutional capabilities in Yucatan, Mexico: An analysis of decentralization policies

  Ivett Liliana Estrada-Mota, Edith J. Cisneros-Cohernour

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• Charter schools after three decades: Reviewing the research on school organizational and instructional conditions

  Julie W. Dallavis, Mark Berends

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Education and the Challenges of Democracy

• Education and the challenges for democracy

  Fernando M. Reimers

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• Civic education, citizenship, and democracy

  Lorin W. Anderson

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• Critical thinking and the conditions of democracy

  Nicholas C. Burbules

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• Race, class, and the democratic project in contemporary South African education: Working and reworking the law

  Crain Soudien

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• Challenges in fostering democratic participation in Japanese education

  Yuko Nonoyama-Tarumi

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• Education in a democratic and meritocratic society: Moving beyond thriving to flourishing

  Ee-Ling Low

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• Speculations on experiences in public education and the health of the nation’s democracy

  David C. Berliner

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Teacher Subjectivities in Latin America

• Teacher subjectivities in Latin America: Perspectives and analysis

  Ezequiel Gomez Caride, José Weinstein Cayuela, Paula Louzano

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• Analytical notes on the concept of teaching position

  Myriam Southwell

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• Framing teacher identity in an era of accountability: Media and teachers’ narratives in Chile

  Cristian Cabalin, Pablo Andrada

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• Preservice teacher professional identity: Influence of the teacher educator and the teacher education model

  David Cuadra-Martínez, Pablo Castro-Carrasco, Cristián Oyanadel-Véliz, Ingrid González-Palta, Predrag Živković, José Sandoval-Díaz, Daniel Pérez-Zapata

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• Biographical traces of early childhood educators in initial teacher training: Narratives of the construction of professional identity

  Ignacio Figueroa-Céspedes, Paula Guerra

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• The rubriquization of evaluation and the fabrication of teachers as “agents of change” in an inclusive secondary school in the City of Buenos Aires, Argentina

  Analía Inés Meo, Pablo del Monte, Mariano Chervin

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Global Policy Mobilities in Federal Education Systems

• Global policy mobilities in federal education systems

  Jason Beech, Laura Engel, Glenn C. Savage, Bob Lingard

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• Regional policy trajectories in the Spanish education system: Different uses of relative autonomy

  Xavier Bonal, Marcel Pagès, Antoni Verger, Adrián Zancajo

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• Taming the time zone: National large-scale assessments as instruments of time in the Russian Federation

  Nelli Piattoeva, Nadezhda Vasileva

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• Imagining “national” funding in the Australian federation: The Gonski Review and the Schooling Resource Standard

  Elisa Di Gregorio

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• Analyzing (and comparing) policy mobilities in federal education systems: Potentials of a topological lens

  Sigrid Hartong, Christopher Urbas

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• Policy mobilities in federal systems: The case of Proyectá tu Futuro, a social impact bond for education and employment in the city of Buenos Aires

  Tomás Esper, Felicitas Acosta

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• Regionalization and policy mobilities in comparative perspective: Composing educational assemblages in quasi-federal polities

  t. d. jules, Florin D. Salajan

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Educação de Pessoas Jovens e Adultas, Letramentos e Decolonialidade

• Youth and adult education, literacies and decoloniality: An invitation to “southing”

  Claudia Lemos Vóvio, Luanda Rejane Soares Sito, Diela Bibiana Betancur Valencia, Lucila Pesce

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• Literacy and decoloniality in youth and adult education: Chronicle of an encounter in Iztapalapa, Mexico

  Gregorio Hernández-Zamora

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• “The community experience opened a horizon for me”: Literacy practices in youth pastoral groups of Guarulhos-SP

  Filipe Henrique Santos Peixoto, Marilia Mendes Lopes

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• Literacies of women prison survivors in the process of penalty redemption: A decolonial perspective

  Angela Bustos Kleiman, Ivoneide Bezerra de Araújo Santos-Marques

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• Young adult education, literacies, and technologies in Brazil: Policies and historic gaps

  Jarina Rodrigues Fernandes, Maria Elizabeth Bianconcini de Almeida, Marcela Fontão Nogueira, Mariah Cruz de Souza Tronco

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• The potential of digital literacy to transgress the coloniality of knowledge within youth and adult education

  Bruno dos Santos Joaquim

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