Vol. 32 (2024)

• The change in teacher hiring policy within the framework of two educational reforms in Mexico: A look from institutional analysis and development

  Jorge Mejía, Giovanna Valenti

  • PDF (Español)

• Curriculum wars: A critical policy analysis of K-12 critical race theory bills in state legislatures in the United States

  Lolita A. Tabron, Abigail Bachofer, Natalie Lewis, Tracie Trinidad, Stephen F. Fusco

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  • Appendices

• Relationship between school expenditure and educational outcomes: A systematic literature review

  Roberto Lima, Luciano Sampaio, Raquel Sampaio

  • PDF (Português)

• Implementation of citizenship education policies in a Chilean secondary school: The role of new leaders

  Andrea López, Cecilia Millán, Gustavo González

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• Of DEI and denials: A critical discourse analysis of Texas’ 88th legislative session

  Lauren Mena Shook, Lizeth I. Lizarraga-Dueñas

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• Learning and coordination: Explaining the adoption of the technical and vocational qualifications framework in Chile

  Otoniel Aguiar Lopez

  • PDF (Español)
  • Anexos (Español)

• Problematizing the Black-White racial dichotomy inherent to high school graduation rate accountability: A mixed methods critical policy analysis

  Samantha Viano, Nakia M. Gray-Nicolas

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  • Video Commentary

• Knowledge networks in the construction of the Chilean Curricular Bases: Between national evidence and the global education policy field

  José Miguel Fuentes-Salazar, Daniel Johnson-Mardones, Manuel Silva-Águila

  • PDF (Español)

• Black and Indigenous freedom dreaming as critical educational policy praxis

  Nathaniel D. Stewart

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  • Appendices

• Self-help literature in socialization processes: Implications for teacher education and teaching professionalization

  Mariana Fiorio, Regina Zanella Penteado, Rebeca Possobom Arnosti, Samuel Souza Neto

  • PDF (Português)

• Policy rhetoric, realities, and burdens: Using critical policy analysis to center at-promise student success in the McNair program

  Nathan Hutcherson, Raquel Muñiz

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  • Video Commentary

• Impact of training on the knowledge level of the Programa Dinheiro Direto na Escola” (PDDE) and its “ações integradas”

  Anielson Barbosa da Silva, Ana Carolina Kruta de Araújo Bispo, Gabriela Tavares dos Santos, Maria Aparecida Nunes Pereira , Adriana Valéria Santos Diniz

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• The politicization of education policies: The case of Ghana’s Free Senior High School Policy

  Hilarius Kofi Kofinti

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• Gender transformations in the educational field? Attitudes and opinions of teachers in Chile

  Francisco Vidal, Geraldine Gutiérrez, Daniela Lillo, Humberto Abarca, Rosa Montecinos, Jaime Barrientos

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• Equity, diversity, and teaching evaluation: Emerging critical issues at a North American university

  Edith J. Cisneros-Cohernour, Roger Jesús González González, Gina Villagómez Valdés

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• From innovation to routine: Hopes, challenges, ands frustrations among primary education teachers

  Javier Maqueda

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• Examination of state-level school safety data dashboard characteristics

  Ann Marie Cotman, F. Chris Curran, Katherine Harris-Walls

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  • Appendix

• Desafia-TE: External evaluation of a local project to combat the social exclusion of young students

  Norberto Ribeiro, Andreia Casimiro, Liliana Freixo

  • PDF (Português)
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• Integrating formal and informal subsystems: A case study of Promise City’s early care and education model

  Xingyuan Gao, Jianping Shen, Alton Leon Alford, Megan Russell Johnson, Huilan Y. Krenn

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• Divided by policy, united by resilience: Using transformative pedagogy to impact prospective teachers in all contexts

  Ruchi Bhatnagar, Rachel A. M. Lloyd, LaSonya L. Moore, Jo Hoffman

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• Fear, hesitation, and resistance: Georgia educators’ responses to divisive concepts legislation

  Lisa York, Saniha Kabani, Caroline B. Rabalais, Marquis Baker, Matthew Shiloh, Nathaniel Ervin, Kate Woodbridge, Marissa Murdock, Adrian Douglas, Nadia Behizadeh

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• An analytic framework for theorizing the anti-gender agenda in education

  Bruna Dalmaso-Junqueira, Kathryn Moeller

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• Measuring the value of teachers from traditional certification pathways in Texas: A comprehensive study

  Annelies Rhodes, Michael Marder

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  • Supplemental Data
  • Video Commentary
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• The multiple uses of expert knowledge: The case of the Inclusion Law and the argument of school segregation in Chile

  Dante Castillo-Canales

  • PDF (Español)
  • Anexos (Español)
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• Education policy intentions and principals’ and teachers’ conceptualizations of curriculum differentiation in Ethiopian secondary education

  Kagnew Tarekegn, Dawit Mekonnen Mihiretie

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• Persistence, retention, and interruption in higher education among Peruvian scholarship students in a context of emergency remote learning

  Robin Cavagnoud, Patricia Ames

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• Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status

  Seong Won Han, Chungseo Kang, Lois Weis

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• Macro-structures framing language policy in Morocco: Which discourse? Whose discourse?

  Khalid Laanani, Said Fathi

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• Emo-entrepreneurs: Critical analysis of a legislative project on emotional education in Chile

  Diego Palacios Díaz, Teresa Báez Oyanedel, Margarita Losada Medina, Vicente Sisto Campos

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• Code-switching queer controversy: Pre-K-8 educators’ perceptions of LGBT-inclusive policy framing

  Jon M. Wargo, Alex Katz

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• The self-taught school: Inclusion of foreign students according to public action in Chile

  René Valdés, Ramiro Catalán, Felipe Jiménez, Rolando Poblete, Paloma Abett de la Torre, Susana Martínez

  • PDF (Español)
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• The role of noncontiguous attendance zones in shaping school populations: A case study of Tucson, Arizona and Fort Bend, Texas

  Sarah Asson, Ruth Krebs Buck, Hope Bodenschatz, Erica Frankenberg, Christopher S. Fowler

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• Choices, trajectories and inequalities in access to higher education: An analysis based on the panel of youth evaluated by PISA 2009 in Uruguay

  Tabaré Fernández Aguerre, Maximiliana Cedréz

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• Could minimum grading enhance high school graduation rates and cost-effectiveness across Arkansas?

  Sarah Ruth Morris, Alison Heape Johnson

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• Notes on Brazilian curriculum reforms from 1990 to 2018: Critical reflections

  Amanda Melchiotti Gonçalves, Roberto Antonio Deitos

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• How teachers perceive the impact of teacher feedback: A latent class analysis

  Yeonsoo Choi, Alex J. Bowers

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• Ecosystems for welcoming migrant students: Practices, opportunities, and tensions

  Sandra Soler-Campo, Miguel Stuardo-Concha

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• How parents make decisions about PreK enrollment

  M. Elizabeth Graue, Moonjoo Woo, Jiyeon Lee

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• The myth of free education in Mexican higher education: Approaches to understanding a policy change

  Angelica Buendia, Diego Rivera

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• The funding of public basic education and educational results: Review of foreign literature and reflections on the Brazilian context

  Weber Tavares da Silva Junior, Thiago Alves

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• The many uses of the Sinae evaluation: The perspectives of Federal University of Bahia’s program coordinators

  Vanúbia de Jesus Silva, Roberto Brazileiro Paixão

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• Beyond the school building: Examining the association between out-of-school factors and multidimensional school grades

  Nandrea Burrell, Erica Harbatkin

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  • Appendix
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• Perspectives and discourses on diversity and inclusion in the university community

  María Naranjo-Crespo

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  • Video Commentary (Español)

• Socioeconomic adversity and higher education: Is the Quota Law a potential bridge to social mobility in Brazil?

  Fernanda Maria de Almeida, Kristinn Hermannsson, Antônio Sérgio de Araújo Fernandes

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• Professional teacher training in the PELC and PST social programs in Brazil: A systematic review

  Dirceu Santos Silva, Luana Carla André, Marina Brasiliano Salerno

  • PDF (Português)
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• Equality and equity in the design of education policies: A case study of the Brazilian National Fund for Education Development (FNDE)

  Yasmim Marques de Melo, Sandra Gomes

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• Statewide standardized exams and the shaping of education policies for assessment: A comparative analysis of Paebes (Brazil) and Exeims-BC (Mexico)

  Kézia Alves Moreira Dutra, Heitor Lopes Negreiros, Wagner dos Santos

  • PDF (Português)
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• School choice strategies at the intersections of disability, race, class, and geography

  Federico R. Waitoller, Christopher Lubienski

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• The experience of citizenship in a segregated school system: Curricular experiences in citizenship of young people who studied in Chilean schools of different dependencies and modalities

  Renato Gazmuri-Stein, María Toledo-Jofré, Gabriel Villalón-Gálvez, Eliana Moraleda-Albornoz

  • PDF (Español)
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• The role of the federal government in financing education: Effects of the Fundeb supplement in combating inequality between state educational systems in Brazil

  Ursula Dias Peres, Cristiane Branco Capuchinho, Rogerio Machado Limonti Tibúrcio

  • PDF (Português)
  • Appendix (Português)
  • Video (Português)
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• “Evaluation yes, but not like this”: Case study of a failed policy in the Mexican high school

  Luz Marina Ibarra Uribe, César Darío Fonseca Bautista

  • PDF (Español)

• The reverse side of high school reform in the São Paulo State Network

  Márcia Aparecida Jacomini, Isaac Oliveira Moutinho Junior, Weverson Marques de Andrade, Ozani Martiniano de Souza, Janaína Paulieli Lavado

  • PDF (Português)
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• Research, interrupted: Addressing practical and methodological challenges under turbulent conditions

  Susan Bush-Mecenas, Jonathan Schweig, Megan Kuhfeld, Lou Mariano, Melissa Diliberti

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• Introducing technologies into national large-scale testing: Are we ready?

  Gabriel Cipriano, Susana da Cruz Martins

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• Between snakes and ladders: Trajectories of a group of Indigenous university students

  Judith Perez-Castro

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• Evaluation of didactic disciplinary standards of preservice mathematics teachers in Chile: Building an indebted teaching staff?

  Jorge Gaona, David G. Miranda, Andrea Vergara, Paola Ramírez, Romina Menares

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• Demands, tensions, and resources when implementing ambitious mathematics

  Jeffrey Choppin, Christine Green, William Zahner

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• Educating and caring for children aged 0-3 years in rural Galicia: The experience of the “Casas Nido”

  Xesús Ferreiro-Núñez, José Antonio Caride-Gómez

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• Navigating tensions: A critical policy analysis of expectations for English educators in Georgia

  Jennifer Ervin, Madison Gannon

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• Affirmative action under the Graduate Program in Education at the Universidade Federal do Rio Grande do Sul

  Maria Aparecida Bergamaschi, Márcia Esteves de Calazans

  • PDF (Português)

• Race-conscious professional teaching standards: Where do the states stand?

  Danielle M. Carrier

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  • Appendix
  • Video Commentary

• Physical education in the educational policies of the last decades in Uruguay: Continuities and ruptures between the progressive and the conservative

  Paola Dogliotti, Silvina Páez

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• Variation in co-authorship networks for publications on student aid, based on the terms used in the research

  Lincon Rodrigues Dias Simões, Wagner Bandeira Andriola, Diego de Queiroz Machado

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• Educational trajectories of Latin American women living in Spain: An intersectional and biographical perspective

  Maria dos Remédios Rodrigues, José González-Monteagudo

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• (Re)setting the racial narrative: Antiblackness and educational censorship

  James Bridgeforth, Desiree O'Neal

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• Why learn mathematics? Forming responsible citizens for problem solving

  Caroline Birnfeldt, Maura Corcini Lopes

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• Examining school sector and mission in a landscape of parental choice

  Julie W. Dallavis

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• Regional inequalities among state universities in Chile: Perspectives on centralization and neoliberal development

  Nicolas Fleet, Arturo Flores, Braulio Montiel, Álvaro Palma

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• Racial conflict in a higher education policy vacuum

  Blanca Elizabeth Vega

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• Retirees return to work: How a North Carolina policy helped staff high-need schools

  Rachel Jarrold-Grapes, Patten Priestley Mahler

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• Digital rights and responsibility in education: A scoping review

  María-Jesús Gallego-Arrufat, Inmaculada García-Martínez, María-Asunción Romero-López, Norma Torres-Hernández

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• School principals as translators of inclusion policies: Conditioned commitment, rewarding inclusion, and privatizing translation

  Fabián Inostroza, Paula Pávez

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• COVID-19 learning loss and recovery in Brazil: Assessing gaps across social groups

  Eveline de Medeiros Miranda, Donald R. Baum

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Research on Teachers of Color and Indigenous Teachers

• Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce

  Conra D. Gist, Travis J. Bristol, Saili S. Kulkarni

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• Glancing back and looking forward: The role of education policy in creating pathways to the workforce for Teachers of Color and Indigenous Teachers

  Conra D. Gist, Wesley Edwards, Amaya Garcia, Anthony L. Brown, Keffrelyn Brown

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• Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers

  Felicia Moore Mensah, Christine L. Quince, Weadé James

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• Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education initiative

  Lynnette Mawhinney, LaChan V. Hannon, Jhanae Wingfield, Talib Charriez

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• Human resources and induction in public policy: Advancing critical cosmopolitan aims

  Desiree W. Cueto, Amber Ravenell, Francisco Rios, Lindsay Sobel

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• What are we inducting teachers of Color into? Disrupting race-evasiveness to create responsive professional development and mentoring policies and practices

  Rita Kohli, Re’Nyqua Farrington, Sarah De La Garza, Belinda Bustos Flores, Socorro Herrera

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• The role of intersectionality in research on Teachers of Color and Indigenous Teachers

  Saili S. Kulkarni, Tanja Burkhard, David J. Johns

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• Policies and practices for recruiting and retaining teachers of color

  Desiree Carver-Thomas, Margarita Bianco, Ramon Goings, Maria Hyler

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