Vol. 26 (2018)

• Reorganizing a countywide school district: A critical analysis of politics and policy development toward decentralization

  Sarah Diem, Carrie Sampson, Laura Gavornik Browning

  1

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• Equal educational policies in Spain. Gender equality in teaching studies

  Teresa González-Pérez

  2

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• Formation of teachers in Brazil: Courses and graduates

  Mônica Cerbella Freire Mandarino, Kaizô Iwakami Beltrão

  3

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• Is it possible to talk about “young potentiality?” Challenges and perspectives for thinking about contemporary youths

  Indira Granda, Fabiana de Amorim Marcello

  4

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• The genesis of ProEMI from the cognitive perspective of public policies

  Eliza Bartolozzi Ferreira

  167

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• The politics of admission to the teaching career in Mexico: Results of an alleged suitability

  Graciela Cordero Arroyo, Jose Alfonso Jimenez Moreno

  5

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• Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

  Matthew A. M. Thomas, Nicole Mockler

  6

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• The evolution of the academic profession in research universities in Chile

  Daniela Veliz-Calderon, Daniel Theurillat, Victoria Paredes, Astrid Pickenpack

  17

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• Teaching of ethics in public administration courses: An analysis from Pedagogical Projects of Course and the National Curricular Guidelines

  Laís Silveira Santos, Mauricio C. Serafim, Marcello Beckert Zappellini, Silvia Maria Knabben Corrêa Zappellini, Martha Kaschny Borges

  18

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• The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession

  A. Chris Torres, Jennie Weiner

  19

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• The library as space of cultural mediation and aesthetic education

  Adair de Aguiar Neitzel, Cássia Ferri, Adeneri Nogueira de Borba

  20

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• Tracking the educationalization of the world: Prospects for an emancipated history of education

  Daniel Tröhler

  21

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• Charter schools, parent choice, and segregation: A longitudinal study of the growth of charters and changing enrollment patterns in five school districts over 26 years

  Doug Archbald, Andrew Hurwitz, Felicia Hurwitz

  22

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• Peer-mediated intervention: Concept and implications for research and pedagogical practice of teachers of students with autism

  Fabiane dos Santos Ramos, Daniele Denardin de Bittencourt, Síglia Pimentel Höher Camargo, Carlo Schmidt

  23

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  • English Translation

• What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review

  Mariana Queiroz Orrico de Azevedo, Débora R. P. Nunes

  24

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• Use of extra-legal sources in amicus curiae briefs submitted in Fisher v. University of Texas at Austin

  Patricia Marin, Catherine L. Horn, Karen Miksch, Liliana M. Garces, John T. Yun

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• Access to higher education: ProUni in focus

  Vera Lucia Felicetti, Alberto F. Cabrera

  39

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• Teaching and research in Colombia from the perspective of academic capitalism

  Isabel C. Montes, Pilar Mendoza

  40

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• Teacher perceptions of a new performance evaluation system and their influence on practice: A within- and between-school level analysis

  Matthew Finster, Anthony Milanowski

  41

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• Look at yourself: Concerning affectation as a key mechanism of curricular reform policies

  Carla Andrea Villagran

  42

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• Enrollment of students with disabilities in charter schools: Contemporary national and state level findings

  Lucy Barnard-Brak, Marcelo Schmidt, M. Hassan Almekdash

  43

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• Enrollment of special education students in a Brazilian public university

  Kele Cristina da Silva, Sandra Martins Eli Sartoreto de Oliveira, Lúcia Pereira Leite

  44

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  • English translation

• Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges

  Eric R. Felix, Marlon Fernandez Castro

  56

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• Affirmative action policies, people with disabilities and recognition of identities and differences in Brazilian higher education

  Leonardo Santos Amâncio Cabral

  57

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• Educational policies of teacher formation in focus: Changes and continuities

  Elvira Cristina Martins Tassoni, Camila Mattos dos Reis

  58

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• Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction

  Timothy G. Ford, Angela Urick, Alison S. P. Wilson

  59

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• The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States

  Paul G. Rubin, James C. Hearn

  60

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• Student retention and dropout in Higher Education in Latin America and the Caribbean: A systematic review

  Felipe René Munizaga Mellado, María Beatriz Cifuentes Orellana, Andrés Jacob Beltrán Gabrie

  61

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• Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era

  Kim B. Wright, Samantha M. Shields, Katie Black, Manjari Banerjee, Hersh C. Waxman

  62

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• The impact of a reform: Limitation of autonomy, narrowing of freedom, and erosion of participation

  Miriam Prieto, Patricia Villamor

  63

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• The relationship between test preparation and state test performance: Evidence from the Measure of Effective Teaching (MET) project

  Hongli Li, Yao Xiong

  64

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• Sustaining change towards racial equity through cycles of inquiry

  Alicia C. Dowd, Román Liera

  65

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• ’68 beyond the Boreal Springs: Public representations of Brazilian university students in action

  José Luis Hernández Huerta

  66

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• The construction of the education researcher's ethos: The students’ perspective

  Teresa Yurén, Luis Enrique García, Evelyn Moctezuma Ramírez, Silvia Briseño Agüero, Ana Esther Escalante

  67

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• Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

  Elizabeth J. Meyer, Andrea Somoza-Norton, Natalie Lovgren, Andrea Rubin, Mary Quantz

  68

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• Gender equality and higher education: Challenges to be achieved in the European Union

  María Matarranz, Eva Ramírez

  69

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• The relationship between student funding policy and academic achievement of management students in Enade

  Marcio Eduardo Garcia Bezerra, Monica Mota Tassigny

  70

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• The effects of the Fund for the Improvement of University Quality on the National University of Córdoba

  María Celeste Escudero

  71

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• Policy centers and knowledge mobilization in the field of education in Argentina

  Jorge M. Gorostiaga, Mariano I. Palamidessi, Claudia M. Aberbuj

  72

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• Measuring opportunity: Redirecting education policy through research

  Ryan H. Pfleger, Terri S. Wilson, Kevin G. Welner, Charles Bibilos

  73

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• Challenges of the Colombian educational system for the implementation of the policy of prevention and eradication of child labor

  Ingrid Anzelin, Jefferson Galeano Martinez, Ciro Hernando Parra Moreno

  74

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• Impact of child labor on academic achievement for sixth graders in Latin America: Findings from TERCE

  David Post

  75

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• Forbes 30 under 30 in education: Manufacturing “edu-preneur” networks to promote and reinforce privatization/marketization in education

  T. Jameson Brewer, Nicholas D. Hartlep, Ian M. Scott

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• Understanding site selection of for-profit educational management organization charter schools

  Jin Lee

  77

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• Vocational education in the Portuguese public secondary school: Perceptions of its main educational agents

  Armando Esteves, Maria Luísa Frazão Branco

  78

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• Basic education in Mexico: A comparative analysis of the educational models of 2011 and 2016

  Cristina Araceli Cantú Leal, Alex Iván Arévalo Salinas, Reyna Lizeth Vázquez Gutierréz

  79

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• Institutions, interests, ideas and actors: An analysis of Pronacampo based on a cognitive approach

  Damiana de Matos Costa França, Nalú Farenzena

  80

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• Effect of the double school day on the academic performance of Colombian students: An empirical analysis to inform the full day policy

  Claudia Patricia Ovalle-Ramirez

  81

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• Gaps in students’ performance in PISA: What explains Colombia’s difference from Finland and Chile?

  Luz Karime Abadia, Gloria Lucia Bernal, Santiago Muñoz

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• Academic attraction programs: The cases of the Catedras Patrimoniales Subprogram in Mexico and the Prometeo Program in Ecuador

  Claudia Pedone, Isabel Izquierdo

  94

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• The ‘ivory tower’ as safe bet: Science policies and research evaluation in Mexico

  Federico Vasen

  95

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• Employability and professional development: What happens after graduation?

  Márcia Roseli da Costa, Cássia Ferri

  96

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• Seven school-related disasters: Lessons for policymakers and school personnel

  Laura M. Stough, Donghyun Kang, Sungyoon Lee

  100

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• Evaluation of the Program of Professional Education (PEP): The case of Minas Gerais, a State of Brazil

  Tarrara Alves Horsth, Wesley de Almeida Mendes, Fernanda Gabriela Gandra Pimenta Magalhães, Bruno Silva Olher

  101

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• Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy?

  Melanie Bertrand, Rhoda Freelon, John Rogers

  102

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• ‘Good, deserving immigrants’ join the Tea Party: How South Carolina policy excludes Latinx and undocumented immigrants from educational opportunity and social mobility

  Sophia Rodriguez

  103

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• Market logic at school: Emerging intra-school competition between private and public STEM programmes in Israel

  Adi Kaptzon, Miri Yemini

  104

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• The effectiveness and equity of public-private partnerships in education: A quasi-experimental evaluation of 17 countries

  Donald R. Baum

  105

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• Propositions for teacher training in Accounting

  Marcos Laffin, Cristina Hillen, Sandra Rolim Ensslin

  106

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• BNCC and a practical past: Temporalities and the production of identities in history teaching

  Nilton Mullet Pereira, Mara Cristina de Matos Rodrigues

  107

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• Think tanks, policy networks and education governance: The rising of new intra-national spaces of policy in Portugal

  Sofia Viseu, Luís Miguel Carvalho

  108

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• Inequality is the goal: Socio-spatial implications of the Integral Teaching Program in the city of São Paulo

  Eduardo Donizeti Girotto, Fernando L. Cássio

  109

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• Body conceptions in Quality Indicators in Early Childhood Education (MEC–2009)

  Ana Cristina Richter, Cristina Silveira Santos, Alexandre Fernandez Vaz

  121

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• Are there long-term benefits from early childhood education in low- and middle-income countries?

  M. Najeeb Shafiq, Amanda Devercelli, Alexandria Valerio

  122

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• Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas

  Jason L Taylor, Rui Yan

  123

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• Incentivizing improvement or imposition? An examination of the response to gubernatorial school takeover and statewide turnaround districts

  Richard O. Welsh, Sheneka M. Williams

  124

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• Spanish educational legislation reforms during the current democratic period: A critical perspective

  Vicente Llorent-Bedmar, Verónica Cobano-Delgado Palma

  125

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• Gaps in persistence under open-access and tuition-free public higher education policies

  Cecilia Adrogue, Ana María García de Fanelli

  126

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• Market policies in the public construction of citizenship

  L. Belén Espejo Villar

  137

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• Committing to comprehensive sexuality education for young people in Eastern and Southern Africa

  Elizabeth Bruce

  138

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• Roles of local foundations in German community-based initiatives: Devolving criticism of philanthropy to the local?

  Franz Koranyi, Nina Kolleck

  139

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• University-surroundings and techno-scientific collaboration in Mexico: Outreach efforts of the Universidad Autónoma de Baja California

  Rodolfo García Galván, Mayer R. Cabrera Flores, Lewis S. McAnally Salas

  140

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• Relative age and school achievement in primary education in the Cantabria Region

  Paula González-Vallinas, Julián Librero, Salvador Peiró, José Luis San Fabián

  141

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• What’s the purpose? Educators’ perceptions and use of a state-mandated kindergarten entry assessment

  Hattie Harvey, Kathryn Ohle

  142

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• Tensions in the management of the Benefit of Continued Provision at School Program

  Reginaldo Célio Sobrinho, Monica Isabel Carleti Cunha, Edson Pantaleão

  143

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• Narrative inquiry on tensions lived by a high school teacher in the process of curriculum making

  Diego Martín Alonso, Nieves Blanco García, J. Eduardo Sierra Nieto

  144

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• Public policies for the training of public school principals in Brazil: An analysis of the National Program of Basic Education Managers (PNEGEB)

  Natália Bazoti Brito Sottani, Sandra Regina Holanda Mariano, Joysi Moraes, Bruno Francisco Dias

  153

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• Inclusive linguistic policy in Spain for newly arrived migrant students: Dilemmas and tensions in times of crisis

  Rosa María Rodríguez Izquierdo

  154

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• The validity of a performance based assessment for aspiring school leaders

  Jack Ellyson Leonard

  163

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• Production of written texts in literacy: A study in two public schools located in socially vulnerable territories

  Gleice Lima da Fonseca, Claudia Lemos Vóvio

  164

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• What is diverse enough? How “intentionally diverse” charter schools recruit and retain students

  Huriya Jabbar, Terri S. Wilson

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Redesigning Systems of Assessment and Accountability

• Redesigning assessment and accountability: An introduction

  Elizabeth Leisy Stosich, Soung Bae, Jon Snyder

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• Redesigning systems of school accountability: A multiple measures approach to accountability and support

  Soung Bae

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• Response to “Redesigning Systems of School Accountability”: Addressing underlying inequities

  Elizabeth Gil, Taeyeon Kim

  9

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• “Seeing the whole elephant”: Changing mindsets and empowering stakeholders to meaningfully manage accountability and improvement

  Susan Bush-Mecenas, David Montes de Oca, Julie Marsh, Heather Hough

  10

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• Multiple perspectives accountability systems: A perspective from Vermont

  Amy Fowler

  11

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• Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness

  Amy N. Farley, Grant Clayton, Sarah J. Kaka

  12

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• How do states integrate performance assessment in their systems of assessment?

  Elizabeth Leisy Stosich, Jon Snyder, Katie Wilczak

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• Integrating performance assessments across a PK-20 continuum: A locally developed collaboration

  Kathryn McCurdy, Emilie Mitescu Reagan, Audrey Rogers, Thomas Schram

  14

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• Making performance assessments part of accountability

  Billy Haun

  15

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• Massachusetts Consortium for Innovative Education Assessments: Creating a grassroots accountability system to leverage state policy change

  Dan French

  16

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Navigating the Contested Terrain of Teacher Education Policy and Practice

• Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

  Elena Aydarova, David C. Berliner

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• Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments

  Nick Henning, Alison G. Dover, Erica K. Dotson, Ruchi Agarwal-Rangnath

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• Voices from student teachers in New York: The persistence of a subtractive experience of the edTPA as a licensure exam for initial certification

  Christine D. Clayton

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• The university supervisor, edTPA, and the new making of the teacher

  Martha K. Donovan, Susan Ophelia Cannon

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• The intersections of selves and policies: A poetic inquiry into the hydra of teacher education

  Stephanie Behm Cross, Alyssa Hadley Dunn, Erica K. Dotson

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• Fulfilling our educative mission: A response to edTPA critique

  Andrea Whittaker, Raymond L. Pecheone, Kendyll Stansbury

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• Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

  Nick Henning, Alison G. Dover, Erica K. Dotson, Ruchi Agarwal-Rangath, Christine D. Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Hadley Dunn

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• Responding to policy challenges with research evidence: Introduction to the special issue

  Elena Aydarova, David C. Berliner

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• Evaluating the Tennessee Higher Education Commission's Report Card on the value-added estimates of teacher preparation programs

  Charisse Gulosino

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• Framing teacher education: Conceptions of teaching, teacher education, and justice in Chilean national policies

  M. Beatriz Fernández

  34

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• Haberman Star Teacher Interview as a predictor of success in urban teacher preparation

  Jennifer H. Waddell, Jacob M. Marszalek

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• Teacher preparation for emergent bilingual students: Implications of evidence for policy

  Francesca Lopez, Lucrecia Santibanez

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• Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking

  David J. McGough, Claudine Bedell, Barri Tinkler

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Políticas de Inclusión y Extensión de la Obligatoriedad Escolar

• Inclusion policies and extension of compulsory school: Scope, debt and challenges in the realization of the right to education

  Nora Gluz, Dalila Andrade Oliveira, Cibele Maria Lima Rodrigues

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• The policies for expanding educational opportunities in Brazil and the school trajectories in the education of young people and adults in high school in Rio de Janeiro

  Elionaldo Fernandes Julião, Mônica Dias Peregrino Ferreira

  156

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• Policies of educational inclusion in Chile: Three critical nodes

  Verónica López, Pablo Gonzalez, Dominique Manghi, Paula Ascorra, Juan Carlos Oyanedel, Silva Redón, Francisco Leal, Mauricio Salgado

  157

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• The educational attention of the population in Argentina during the last decades: Between the illusory distribution, the efficient modernization and the discourses of the right to education

  Graciela Clotilde Riquelme, Natalia Herger, Jorgelina S. Sassera

  158

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• Student policies in teacher training: Pedagogical problems and debates in South American perspective

  Alejandra Birgin, Alejandro Vassiliades

  159

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• High School, the low teaching: Geography of the refusal of a right

  Luiz Carlos Gil Esteves

  160

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• Easier said than done: Obstacles to the expansion of secondary education in Uruguay

  María Ester Mancebo, Julia Pérez Zorrilla

  161

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• Obligatoriness challenged: Who leaves whom? School’s exclusion of young people in vulnerable conditions

  Nora Gluz, Inés Rodríguez Moyano

  162

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Rethinking Education Policy and Methodology in a Post-truth Era

• Start Here, Or Here, No Here: Introductions to Rethinking Education Policy and Methodology in a Post-Truth Era

  Jennifer R. Wolgemuth, Mirka Koro-Ljungberg, Travis M. Marn, Anthony J. Onwuegbuzie, Shaun M. Dougherty

  145

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• When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

  Joshua Childs, Sarah Johnson

  146

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• Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era

  Chris K. Bacon

  147

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• A research methodology in the service of critical thinking: Hermeneutic approach in the post-truth era

  Rubén Arriazu

  148

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• The professoriate and the post-truth era: A historiographic analysis of expert judgment and the destabilization of objective truth

  Rachel E. Friedensen, Ezekiel Kimball

  149

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• Scientifically based research in a post-truth era

  Jessica Van Cleave

  150

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• New genealogies and the courage of truth: Toward an ethics of adversarial public educational scholarship and policy activism

  James P. Burns, Colin D. Green, Jaime Nolan

  151

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• Becoming-policy in the Anthropocene

  Ryan Evely Gildersleeve

  152

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Colonialidade e Pedagogia Decolonial

• Coloniality and decolonial pedagogy: To think of other education

  Catherine Walsh, Luiz Fernandes de Oliveira, Vera Maria Candau

  83

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• Toward a decolonial pedagogy in Latin America: Convergences between popular education and participatory action research

  João Colares da Mota Neto

  84

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• Ayahusca’s Pedagogy: For an epistemic decolonization of knowledge

  Maria Betania Albuquerque

  85

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• Pedagogies of the South and political subjectivation: People´s High Schools in Argentina as part of “Latin American pedagogical movements”

  Shirly Said

  86

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• Decoloniality as epistemology for the theoretical field of the internationalization of Higher Education

  Fernanda Geremias Leal, Mário César Barreto Moraes

  87

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• Youth, other ways of thinking, and the micro-geopolitics of knowledge between generations in the Secundarias Comunitarias Indígenas schools of Oaxaca, Mexico

  Julieta Briseño Roa

  88

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• Decoloniality as an epistemological emergency to history teaching

  Tânia Mara Pedroso Müller, Paulo Antonio Barbosa Ferreira

  89

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• In times of neocolonialism: School without party or School departed?

  Maria Cristina Giorgi, Del Carmen Daher, Dayala Paiva de Medeiros Vargens, Fabiany Carneiro de Melo

  90

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• Education in the oral tradition of the African matrix in Brazil: Ancestry, resistance and human constitution

  Daniela Barros, Saulo Pequeno, Patrícia Lima Martins Pederiva

  91

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• Other memories, other heritage and decolonialities: Theoretical-methodological contributions to the history of Africa and Afro-descendants and history of Indigenous peoples in Brazil

  Elison Antonio Paim, Helena Maria Marques Araújo

  92

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• Language, literature and identity construction in pedagogical practices: Foreign language teaching in a resistance perspective

  Luciana de Mesquita Silva, Alice Moraes Rego de Souza, Fabio Sampaio de Almeida

  93

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Políticas da Administração e Gestão em Países da Lusofonia

• Management and management policies in Lusophone countries: Critical perspectives on the New Public Management and post-bureaucracy in education

  Almerindo Janela Afonso, Geovana Mendonça Lunardi Mendes

  127

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• Assessment, State, and regulation: Repercussions of Prova Brasil in the (con)formation of professionals and in the managerialism at schools

  Luciana Leandro da Silva, Alvaro Moreira Hypolito

  128

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• Implications of the New Public Management in education: Comparative analysis between Brazil and Angola

  Elisangela Alves da Silva Scaff, Kellcia Rezende Souza, Isaac Paxe

  129

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• Social Impact Bonds in São Paulo’s state public school system: New modality of public-private partnership in Brazil

  Fernando L. Cássio, Débora Cristina Goulart, Salomão Barros Ximenes

  130

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• Public–private interface in Brazilian education governance: Reflections from a subnational analysis

  Helena Hinke Dobrochinski Candido

  131

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• The “Cooperative School of Maringá” or a school with “public and free education with private micromanagement” (1991-1992): A charter school experience in Brazil avant la lettre

  Mario Luiz Neves de Azevedo

  132

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• External evaluations and the Basic Education Development Index in the context of the New Public Management: An analysis of the Programa Escola de Gestores at the Federal University of Ouro Preto from the perspective of the basic agents in education

  Breynner Ricardo de Oliveira, Maria Tereza da Silva Pena

  133

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• Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance

  Leonor Lima Torres, José Augusto Palhares, Almerindo Janela Afonso

  134

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• Reconfiguring power in Portuguese higher education

  António Magalhães, Amelia Veiga, Pedro Videira

  135

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• Private corporations in Brazilian higher education: Implications of new organizational practices

  Aline Veiga dos Santos, Ranilce Guimarães-Iosif, Vera Lúcia Jacob Chaves

  136

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Edtech and Policies of Human Formation

• EdTech and public policies: Introducing the question

  Lilian do Valle, Daniel Mill, Aldo Victorio Filho

  110

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• Can philosophy inoculate technoscience? Philosophy in licenciate distance learning courses

  Diogo Bogéa

  111

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• Educational technologies as tools: Critical considerations on a fundamental metaphor

  Giselle Martins dos Santos Ferreira, Márcio Silveira Lemgruber

  112

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• The philosophical basis of optimism in Distance Education

  Danilo Bantim Frambach, Marcio Francisco Teixeira de Oliveira

  113

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• The maelstrom of online programs in Colombian teacher education

  Pedro Pineda, Jorge Celis

  114

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• The robot take-over: Reflections on the meaning of automated education

  Heitor Coelho

  115

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• Edtech as fetish: Limits of school transformation processes

  Talita Vidal Pereira, Lhays Marinho Ferreira

  116

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• Serious games and sensibility regimes: Paradoxes in using games for human formation

  Rodrigo Lages e Silva, Gabriela da Silva Bulla, Leandro Paz da Silva, Julia de Campos Lucena

  117

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• Distance education in higher education in the context of reclusion as a human education policy in Portugal

  José António Moreira, Ana Machado, Sara Dias Trindade

  118

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• Open Educational Resources’ impact and outcomes: The essence of OpenKnowledge and its social contribution

  Santiago Mengual-Andrés, Andrés Payá-Rico

  119

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• The problem of ICT policy translation: Contributions to overcome a technical rationality

  Gary Alberto Cifuentes, María Camila Valbuena Osorio

  120

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Commentaries

• Educational responsibility for a critical citizen commitment

  María Lozano Estivalis, Joan Andrés Traver Martí, Tomás Segarra Arnau

  97

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• Policies needed to build inclusive cities and schools

  Kfir Mordechay, Jennifer B. Ayscue

  98

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• The Seal of Biliteracy: Considering equity and access for English learners

  Amy J. Heineke, Kristin J. Davin, Amy Bedford

  99

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• Perspectives and challenges for higher education in Latin America and the Caribbean: Interview with Roberto Leher, Rector of the Federal University of Rio de Janeiro, with comments made by Mário Luiz Neves de Azevedo, from the State University of Maringá

  Fernanda Geremias Leal, Roberto Leher, Mário Luiz Luiz Neves De Azevedo

  166

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• The constitution of the academic field of education policy in Brazil: Historical aspects

  Silvana Stremel, Jefferson Mainardes

  168

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Historical and Contemporary Perspectives on Educational Evaluation

• Introduction to the special issue: Historical and contemporary perspectives on educational evaluation

  Lorin W. Anderson, Maria de Ibarrola, D. C. Phillips

  45

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• The many functions of evaluation in education

  D. C. Phillips

  46

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• Perspectives on evaluation from curricular contexts

  William Schubert

  47

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• Methodological perspectives: Standardized (summative) or contextualized (formative) evaluation?

  Richard J. Shavelson

  48

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• A critique of grading: Policies, practices, and technical matters

  Lorin W. Anderson

  49

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• What international educational evaluations tell us about education quality in developing nations

  Servaas van der Berg

  50

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• Digital divide: A critical context for digitally based assessments

  Kadriye Ercikan, Mustafa Asil, Raman Grover

  51

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• Toward an intercultural approach to evaluation: A perspective from INEE in Mexico

  Sylvia Schmelkes

  52

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• Evaluation of teachers of basic education: Political tensions and radical oppositions

  Maria de Ibarrola

  53

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• Between Scylla and Charybdis: Reflections on and problems associated with the evaluation of teachers in an era of metrification

  David C. Berliner

  54

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• Afterword: Key questions for thought and action

  Lorin W. Anderson

  55

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