Vol. 33 (2025)

• The unfulfilled “Chilean Dream”? Inequalities and institutional segregation in foreign students’ transitions to higher education in Chile

  Catalina Zelada, Lorena Ortega, Matías Montero

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  • Anexos (Español)

• Intercultural pedagogical practices in Chile and Peru: A systematic literature review from a critical-situated perspective

  Roxana Chiappa, Iciar Dufraix, Ricardo Jiménez, Marycielo Hidalgo, Ingrid Cafferata, Daniela Perez, Abelardo Chura

  • PDF (Español)
  • Anexos (Español)

• When data speaks, what issues are silenced? Evidence, statistics, and curriculum

  Edison Flávio Fernandes, Alice Casimiro Lopes

  • PDF (Português)
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• Simulating the statewide scaleup of a promising teacher education initiative to preempt its unintended consequences for racial inequity

  Matthew Truwit, Emanuele Bardelli, Matthew Ronfeldt

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  • Appendix

• State capacities of municipal education departments: Diagnosis and reforms

  Fernando Abrucio, Rafael Viegas, Gabriel Corrêa

  • PDF (Português)

• Legislating emotions: Discursive analysis of legislative proposals on emotional education in Chile and Uruguay

  Diego Palacios Díaz, Nigel Manchini, Teresa Báez Oyanedel

  • PDF (Español)

• Students as risk objects: Willful White ignorance in the school policing debate

  Martha Perez-Mugg, Rebecca M. Taylor

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• ENCCEJA in the context of the development of students: Between the real and the formal

  Rosimeire Aguiar Pereira Lopes, Maria Clarisse Vieira

  • PDF (Português)

• How school leaders navigate neoliberal education reform: A scoping review

  Malin Kronqvist Håård

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• Trend toward privatization and consequences in Brazilian public education

  César Augusto Minto, Andreza Barbosa, Márcia Aparecida Jacomini

  • PDF (Português)

• “We're being erased. And nobody's talking about that”: Race-conscious versus race-evasive perspectives on school board takeovers and policy termination recommendations

  Olivia Marcucci, Aaron Park, Madelyn Yoo, Kelly Harris

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  • Video Commentary

• Discourse and subject in the Agenda 2030 for education: Implications for educational policies in Brazil

  Marcia Aparecida Amador Mascia, Luciana Aparecida Silva de Azeredo

  • PDF (Português)
  • Video Commentary (Português)

• What’s the goal here? Educators’ perspectives on Iowa’s Senate File 496 on school mental health systems

  Kathryn J. Watson

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• Resolution CNE/CES No. 6/2018 and physical education training for health: A qualitative systematic review

  Ana Dahlke, Andressa Marques da Silva, Andrea Tragino Plotegher, Alex Branco Fraga

  • PDF (Português)

• The double bind: Exploring teacher retention in South Carolina's rural schools

  Ali Jahanaray

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• The discursive tactics of perpetuating white normativity in public education: A critical policy discourse analysis of anti-CRT policies across 18 states

  Alison Wilson, Alissa Blair, Jason Endacott, Christopher Giller, Christian Z. Goering

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• Public sports policies in interface with education: Planning educational sports in Brazil between 2003 and 2024

  Juliana Marta Antunes Ramos, Breno Brey D'auria, Luana Carla André, Bruno Modesto Silvestre, Dirceu Santos Silva

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• The effect of teachers’ social and emotional competencies on students’ academic achievement

  Tommy Wells, Amy Auletto

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• How and why racial isolation affects education costs and the provision of equal educational opportunity

  Bruce D. Baker

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  • Appendix

• Proximity vs. equity: Policy actors’ decision-making on attendance zone boundaries in a suburban school district

  Dian Mawene

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• Trajectory of the Student Financing Fund (Fies) policy under the Temer and Bolsonaro administrations (2016–2022)

  Camila Yuri Santana Ikuta, Gladys Beatriz Barreyro

  • PDF (Português)
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• Taxpayer-funded private school vouchers and market failure: A policy scan and review from 1869 to 2024

  David E. DeMatthews, Torri D. Hart, David S. Knight

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  • Video Commentary

• From location to collusion: The heterogeneous ways in which private schools navigate the educational marketplace

  Gabriel Gutiérrez, Macarena Hernández, Lya Rogers-Cerda

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• Negotiating curricular censorship: A frame analysis of two cases in Catholic schools

  Kierstin Giunco

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• “We are an open-door school”: Institutional factors facilitating the concentration of migrant students in schools in Santiago, Chile

  Claudia Cordoba, Karina Rojas, Carolina Altamirano, Rodrigo González

  • PDF (Español)
  • Anexos (Español)

• Challenges to the education rights of children on the move in Latin America: A scoping review

  Claudia Diaz-Rios, Tatiana Feitosa de Britto, Gisele Cuglievan-Mindreau, Sana Abuleil, Indira Quintasi-Orosco

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• The right to secondary education in Argentina, Chile and Uruguay: Current situation (2000–2022)

  Pablo Pastore

  • PDF (Español)

• Partnering to make a homeplace for Black families: Black women's systemic leadership in an era of retrenchment

  Dana Nickson, Sefanit Habtom, Simone Ngongi-Lukula, Yikealo Beyene, Ann M. Ishimaru

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  • Appendix

• Pandemic, local leadership, and educational responses: The Portuguese case

  João Sebastião, Eva Gonçalves, Luísa Delgado

  • PDF (Português)

• Boundary spanning in state education agencies: How state officials support school counseling

  Mandy Savitz-Romer, Heather T. Rowan-Kenyon, Tara P. Nicola, Stephanie Carroll

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• The development of socioemotional skills in the discourses and proposals of international organizations: A strategy of “reconversion” or social regulation?

  Lucrecia Rodrigo, Myriam Feldfeber

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• “Parents’ rights actually mean every parent, not just some”: Navigating parental rights in public schools under the pending threat of anti-LGBTQ+ legislation

  Hannah Knipp

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• Curricular policy response to an educational crisis in Peru and Chile: Reflections after the COVID-19 pandemic

  María Paz Faúndez, Lileya Manrique-Villavicencio, Diana Mercedes Revilla Figueroa, Angélica Guzmán

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• External actors and educational access in protracted crises: Evidence from Guinea-Bissau

  Rui da Silva, Joana Oliveira, N'Cak Silva Morgado

  • PDF (Português)

• Adequacy and absence of mathematics and Portuguese-language high school teachers: Differences among Brazilian states

  Kaizo Iwakami Beltrao, Luiz Fernando Guilhem Nassif Maia

  • PDF (Português)

• Gaining a better understanding of teacher absenteeism: How structural and organizational factors impact a teacher’s decision to be absent

  Jacqueline A. Gardner, A. Chris Torres

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  • Appendix

• Analysis of the implementation of the Digital Functional Settlement (AFD) of government employees in Brazilian federal institutes

  Flávia Candido Nogueira Merini, Ingrid Scherer, Júlio Eduardo Ornelas Silva, Anderson Sasaki Vasques Pacheco

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• Inherently flawed? An analysis of private school opt-outs in a statewide educational scholarship program

  Annah Rogers, Bryan Mann

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• Start Me Up: Exploring the effect of internet-enabled computers on Brazilian High School National Exam performance amid the COVID-19 crisis

  Wallace Lobato Siqueira, Kamila Gabriela Jacob, Leonardo Chaves Borges Cardoso

  • PDF (Português)
  • Appendix (Português)

• Challenges of implementing e-learning in African universities: Experiences from Ethiopia and Rwanda

  Mikyas Abera, Pierre C. Bimenyimana, Solomon Mekonnen Abebe, Jean Claude Byungura, Raymond Ndikumana, Mustofa W. Jemal

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• Career barriers, coping strategies, and satisfaction with the academic experience of quota students

  Leonardo de Oliveira Barros, Arthur Cortial Carvalho Magalhães

  • PDF (Português)

• Unveiling the antecedents of faculty engagement in outreach activities based on the theory of planned behavior

  Diego Fillipe de Souza, Érika Sabrina Felix Azevedo, José Ricardo Costa de Mendonça

  • PDF (Português)

• Beyond remediation: Rethinking writing education in Argentine public universities

  Antonella Pappolla

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• Maker culture: Awareness and implementation potential as educational policy in Brazil

  Eder Angelo Sanches, Oscar Ulloa-Guerra, Ricel Martínez-Sierra

  • PDF (Português)

• Student debt cancellation policies in Chile (1980-2022): A historical overview of their aims, mechanisms and functions

  Héctor Ríos-Jara

  • PDF (Español)
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• A validation review of the SAT and ACT for college and university admissions decisions

  Audrey Amrein-Beardsley, Zarrina T. Azizova, Norman P. Gibbs, Emeka Ikegwuonu, Jeongeun Kim, Deborah M. La Torre, Matthew R. Lavery, Margarita Pivovarova, Yi Zheng

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  • Appendix

• Orchestrating national literacy policies in Brazil: The Union’s role in network governance

  Carla Nascimento, Remi Castioni

  • PDF (Português)

• Essential knowledge for serving bilingual youth: The perspectives of adult former English learners

  Maneka Deanna Brooks

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• Action of CAED/UFJF in the “specialized assessment market”: Constitution, expansion and conformation (1997-2018)

  Andréia Ferreira Silva

  • PDF (Português)

• Public spending and primary school enrollment: An autoregressive distributed lag approach

  Parfait Bihkongnyuy Beri, Logan Cochrane, Sarah Syed Fazlullah

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  • Appendix

• Homeschooling and international documents for the protection of human rights: An analysis of relations and influences in the Brazilian context

  Isabela Fernandes Paim Teles, Luciane Muniz Ribeiro Barbosa

  • PDF (Português)

• Undocumented students’ uneven access to financial aid resources: How existing resources reinforce deservingness

  Daysi X. Diaz-Strong, Dennise G. Moreno

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• “There’s something ennobling…about struggling”: State policymakers’ framing of deservingness in the New Mexico Opportunity Scholarship

  Meredith S. Billings, Paul G. Rubin, Denisa Gándara

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  • Appendix

• The challenges of decentralization in school governance: Lessons learned from the Comprehensive Millennium Schools Program in Ecuador

  Juan David Parra, Maria José Ruiz-Rivera, Fausto Alejandro Tingo, María Angeles Cevallos

  • PDF (Español)
  • Appendix (Español)

• Group works, individual grades: Conflict, trust and rationalization of effort among university students

  Enrique Martín-Criado, Carlos Alonso-Carmona

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• Critical discourse analysis of the terminology and definitions of multilingual learners across U.S. policies vs. the WIDA ELD standards

  Dai Gu, Sujin Kim

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• Professional capital of primary school teachers: An analysis from their professional careers

  Héctor Miguel Sánchez-Anguiano, Graciela Cordero-Arroyo

  • PDF (Español)

• Fleeing school choice? Resident student exit from suburban school districts

  Sarah Winchell Lenhoff, Ben Pogodzinski, Kate Rollert French, Walter Cook

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  • Appendix

• Multi-criteria analysis of optimal educational teacher allocation system

  Konstantinos Gavriil, Ioannis Giannikos

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• Teacher identity and self-formation in the Bilingual-Intercultural Normal Schools of Oaxaca

  Ibet Sosa-Bautista; Cecilia Navia

  • PDF (Español)

• Retraction: Educational policies of the extreme right in Europe: The formation of an Ultra-Right International in Education through a common agenda?

  Enrique-Javier Díez-Gutiérrez, Mauro-Rafael Jarquín-Ramírez

• Effects of early AP coursetaking on high school outcomes and college enrollment for less academically prepared students

  Han Bum Lee, Sofia Bahena, Sharon L. Nichols

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  • Appendices

• Standardized literacy assessment for young people and adults: An exploratory study

  Gladys Rocha, Raquel Márcia Fontes Martins, Mauro José da Silva

  • PDF (Português)

• Competency-based testing and credentialing: Addressing inequity in adult education via state policy reform

  Austin S. Jennings

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• Local education governance and policy transfer in early childhood within Latin America and the Caribbean

  Camila Maria Bortot, Elisangela Alves da Silva Scaff

  • PDF (Português)

• Mapping the community school policy network using Twitter data and social network analysis

  Linda K. Mayger, Kathleen Provinzano

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Science of Reading Policies: International Impacts and Impressions

• Introduction to the special issue: Science of Reading policies

  Rachael Gabriel, Danielle V. Dennis

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• “Established beyond any debate…”: Foundational literacy and the making of a policy priority in India

  Abhinav Ghosh, Tanushree Sarkar

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• Literacy principles as a tool for policy analysis: An examination of the values embedded in science of reading advocacy documents

  Maren Aukerman, Rachel Birch

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• Discursive constructions of a “literacy crisis” in Australian newspaper editorials

  Hyejeong Ahn, Helen Cozmescu, Marc Yi Fei Yeo

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• “Why are you rushing this minister?” Imposing an Aotearoa New Zealand strain of the science of reading

  Susan Sandretto, Rebecca Jesson

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• The dominance of synthetic phonics in reading policy in England

  Alice Bradbury, Dominic Wyse

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• The effect of the Colorado Early Literacy Grant on elementary student achievement

  Grant Clayton, Lesley S. Noel, Gregory B. Ecks, Christina D. Clayton

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• Examining representations of reading education in images and headlines accompanying Education Week articles on the Science of Reading

  Stephanie F. Reid, Reka C. Barton

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  • Appendix

• Exploring science of reading policy through the lens of self-determination theory

  Allison Ward Parsons, Seth A. Parsons, Lois A. Groth, Samantha T. Ives, Hanwool Heo

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• Multiply minoritized: Science of reading for multilingual learners in an English-only state

  Janna Brown McClain, Lauren M. MacDonell, Katy Kloberdanz, Timothy N. Odegard

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• A view from within: A critique of North Carolina science of reading policy for teacher professional development

  Marjorie W. Rowe, Laurie Darian Thrailkill

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Education Privatization and Commercialization in the Context and Aftermath of the COVID-19 Pandemic

• Introduction to the special issue: Education privatisation and commercialisation in the context and aftermath of the COVID-19 pandemic

  Sue Winton, Nicole Mockler

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• The Italian edtech market in the making

  Emiliano Grimaldi, Francesca Peruzzo, Stephen J. Ball

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• A network policy analysis of England’s National Tutoring Programme: COVID-19 and the embedding of the private sector in state governance

  Bronwen M. A. Jones, Patrick L. J. Bailey, Alice Bradbury

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• Public and private actors and educational policy implementation networks during the COVID-19 pandemic: The experience of Minas Gerais/Brazil

  Jianne Ines Fialho Coelho, Breynner Ricardo Oliveira, Fernanda Natasha Bravo Cruz, Doriana Daroit

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  • PDF (Português)

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

• Introduction to the special issue: Transforming school systems

  Vidya Shah, Caitlin C. Farrell

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• Between a rock and a hard place? Tensions and teachers' frames of reference in the context of public policies on coexistence

  Cecilia Fierro, Christopher Hempel

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• Shadow education and social inequalities: An integrative review of the phenomenon supplementary tutoring based on the theory of cultural and social reproduction

  Elisabete Vaz Moreira, António Neto-Mendes

  • PDF (Português)

• When equity leadership keeps white leaders in control: A whiteness as property analysis of district equity work

  Jason D. Salisbury, Lakrista L. Cummings

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• School-based racial equity collaborations: White principals implementing an active anti-racist stance

  Lindsey J. Kaiser, David Goldenkranz, Heather K. Lechner, Patricia Burgess, Trish Millines Dziko

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  • Video Commentary

• Contextualizing education reform: How urban school districts design equity-focused leadership pathways

  April Peters, Joshua Childs, Ain Grooms, Eligio Martinez Jr.

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• “We are not your colony”: Policy discourses and resistance in Texas’s takeover of Houston Independent School District

  Daniel I. Dawer

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