Vol. 24 (2016)

• Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs

  Jennifer Keys Adair

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• Future imaginaries of urban school reform

  Jan Nespor

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• A critical policy analysis of Texas’ Closing the Gaps 2015

  Katherine Cumings Mansfield, Stefani Leigh Thachik

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• An empirical test of Oklahoma’s A-F grades

  Curt Matthew Adams, Patrick B. Forysth, Jordan K. Ware, Mwarumba Mwavita, Laura L. Barnes, Jam Khojasteh

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• Types of expertise in political decision-making in education: Contributions from a theoretical and conceptual discussion

  Carina Coelho, Manuela Terrasêca, José Alberto Correia

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• Limits of the quota law in federal public universities

  Hugo Augusto Vasconcelos Medeiros, Ruy de Deus e Mello Neto, Alfredo Macedo Gomes

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• Between two legal regimes, what has changed in the curriculum of initial teacher education in Portugal?

  Teresa Teixeira Lopo

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• Widening the gap: Unequal distribution of resources for K–12 science instruction

  P. Sean Smith, Peggy J. Trygstad, Eric R. Banilower

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• Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

  Emilie Mitescu Reagan, Thomas Schram, Kathryn McCurdy, Te-Hsin Chang, Carla M. Evans

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• Development of policies for a digital repository for a higher education institution with technological disadvantages

  José Alonso Fernández López, María Manuela Pintor Chávez, Marcela Georgina Gómez Zermeño

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• Determinants involved in the construction of the violence of gender. The case of the primary schools in a province of Spain

  Emilia Moreno Sánchez, Carmen Márquez Vázquez

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• Examining charter school policy and public school district resource allocation in Ohio

  Matthew Allen Linick

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• Money or diversity? An implementation analysis of the Voluntary Transfer Program in St. Louis, 1999-2009

  Ain A. Grooms

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• The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

  Maria Teresa Tatto, Corey Savage, Wei Liao, Stefanie L. Marshall, Paul Goldblatt, Leonardo M. Contreras

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• Integration of technologies policies and Basic Education Teacher Training in Uruguay

  Rosana Elizabeth Martínez Barcellos, Carlinda Leite, Angélica María Reis Monteiro

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• The differential effects of parental involvement on high school completion and postsecondary attendance

  Terris Raiford Ross

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• Opting out: Parents creating contested spaces to challenge standardized tests

  Dana Mitra, Bryan Mann, Mark Hlavacik

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• Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

  Jason Giersch, Martha Cecilia Bottia, Roslyn Arlin Mickelson, Elizabeth Stearns

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• Locating Chicago’s charter schools: A socio-spatial analysis

  Jennifer C. LaFleur

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• A preliminary analysis of California’s New Local Control Funding Formula

  Rebecca Wolf, Janelle Sands

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• Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

  Andrew R. Ratner, Joni S. Kolman

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• Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea

  Alfredo J. Artiles, Elizabeth B. Kozleski

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• Why theory matters: An examination of contemporary learning time reforms

  Daniela K. DiGiacomo, Joshua J. Prudhomme, Hannah R. Jones, Kevin G. Welner, Ben Kirshner

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• Assumptions and conceptual frameworks in citizen training underlying the Ministerial Curriculum of History, Geography and Social Studies in Chilean primary school

  Natalia F. Vallejos Silva

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• The performance teacher evaluation model in Mexican educational reform

  Graciela Cordero, Coral González

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• State school finance inequities and the limits of pursuing teacher equity through departmental regulation

  Bruce D. Baker, Mark Weber

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• No Child Left Behind: A postmortem for Illinois

  Wm. Gregory Harman, Camille Boden, Jeremy Karpenski, Nicole Muchowicz

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• Impact on student learning: National Board Certified Teachers’ perspectives

  Teresa M. Petty, Amy J. Good, Laura K. Handler

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• “Community Aware” education policy: Enhancing individual and community vitality

  Hope Casto, Brian McGrath, John W. Sipple, Liz Todd

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• A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees

  Emily A Messa, Catherine L. Horn, Teri Elkins Longacre, F. Richard Olenchak, Lisa M. Penney

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• “Stay with your words”: Indigenous youth, local policy, and the work of language fortification

  Elizabeth Sumida Huaman, Nathan D. Martin, Carnell T. Chosa

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• Exploring quality programs for English language learners in charter schools: A framework to guide future research

  Peggie Garcia, P. Zitlali Morales

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• Measuring, rating, supporting, and strengthening open access scholarly publishing in Brazil

  Silvio Carvalho Neto, John Willinsky, Juan Pablo Alperin

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• Local control in the era of accountability: A case study of Wisconsin preK

  M. Elizabeth Graue, Bethany Wilinski, Amato Nocera

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• Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development

  Elizabeth Covay Minor, Laura Desimone, Jade Caines Lee, Eric D. Hochberg

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• Historic challenges of inclusion: Institutional features of two new federal universities in Brazil

  Eduardo Santos, Manuel Tavares

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• Scientific production and MOOCs in a higher education context: A social network analysis approach

  Dora Simões

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• The presidential platform on twenty-first century education goals

  Ariel Tichnor-Wagner, Allison Rose Socol

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• Education for democracy: Articles from the intellectual Anisio Teixeira in the Folha de Sao Paulo newspaper in 1968

  Fernando Gouvêa

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• Brazilian school food policy: Social representations and marks from the past

  Silvia Alicia Martínez, Francine Nogueira Lamy Garcia Pinho

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• Math teaching resources in Latin American primary classrooms: Availability and impact on student learning

  Francisco Javier Murillo Torrecilla, Marcela Román Carrasco, Santiago Atrio Cerezo

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• Deregulation and personalization in elite schools: Teacher’s work and the production of privileged groups

  Sandra Ziegler

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• The differences in grades among primary students according to their poverty situation: Decomposition analysis for 17 countries of Latin America and Caribbean

  Jorge Augusto Paz

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• Analysis of the political discourse in Spain about school failure on Twitter

  Jesus Domingo, José Manuel Martos

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• Large-scale effects of national policy assessment on the political and pedagogical management of schools of Porto Alegre: Exploring relationships and uses

  Ana Cristina Ghisleni, Maria Beatriz Luce

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• Entering the teaching career: Brazilian and Chilean experiences

  Angelo Ricardo Souza, Diana Cristina Abreu

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• Teacher salary: Challenges for monitoring the valuation of Brazilian teachers in the context of Goal 17 of the National Education Plan

  Márcia Jacomini, Thiago Alves, Rubens Barbosa de Camargo

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• Educational and socio-economic inequalities of pre-university Brazilian population: A view from the ENEM data

  Rodrigo Travitzki, Maria Eugénia Ferrão, Alcino Pinto Couto

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• Research on the field of education policy: Exploring different levels of approach and abstraction

  Jefferson Mainardes, César Tello

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• Multicultural perspectives in deaf education

  Eva Navegantes, Celeste Azulay Kelman, Ana Iveniki

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• Accounting professors’ pedagogical training: The topic under discussion

  Marcos Laffin, Sonia Maria da Silva Gomes

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• Countryside education: Conceptual harmonization and historical evolution in Brazil

  Giuliano Alves Borges e Silva, João Luiz Passador

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• Science teachers’ data use practices: A descriptive analysis

  Virginia Snodgrass Rangel, Carlos Monroy, Elizabeth Bell

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  • Teacher Survey PDF

• The invisible schism: Teachers’ and administrators’ differing perceptions of education reforms

  Sarah Melvoin Bridich

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• Public expenditures and the production of education

  Stephen R. Neely, Jeffrey Diebold

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• Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading

  Katherine K. Delaney, Susan B. Neuman

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• Seeing through transparency in education reform: Illuminating the “local”

  Jill Koyama, Brian Kania

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• Accessibility in the realities of everyday life: Social Pedagogy in the construction of the right to inclusive education

  Rita Gradaille Pernas, José Antonio Caride Gómez

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• The EDUCO program, impact evaluations, and the political economy of global education reform

  D. Brent Edwards, Jr., Claudia Elizabeth Loucel Urquilla

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• Smart money? Philanthropic and federal funding for the Common Core

  Mindy L. Kornhaber, Nikolaus J. Barkauskas, Kelly M. Griffith

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• Multiple choice: How public school leaders in New Orleans's saturated market view private school competitors

  Huriya Jabbar, Dongmei Li

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• Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

  Francine Menashy, Robyn Read

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• The evaluation of research activities at private universities: Present and future according to the CONEAU speech

  Laura Andrea Bustamante

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• Democracy in Uruguay: Body education and leisure in the “New Model of Physical Education” (1985-1990)

  Cecilia Seré Quintero, Alexandre Fernandez Vaz

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• Educational justice for undocumented students: How school counselors encourage student persistence in schools

  Emily Crawford, Fernando Valle

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• The academic achievement of Limited English Proficient (LEP) youth in new and established immigrant states: Lessons from the National Assessment of Educational Progress (NAEP)

  Lisa P. Spees, Stephanie Potochnick, Krista M. Perreira

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• Conceptualizing ICT leadership practices: A study in Colombian higher education

  Gary Alberto Cifuentes

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• Development of a scale to measure teaching practices for engaging Mexican families in education

  Alberto Valdés Cuervo, Ernesto Alonso Carlos Martínez, Maricela Urías Murrieta, Teodoro Rafael Wendlandt Amezaga

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• The impact of teacher attitudes and beliefs about large-scale assessment on the use of provincial data for instructional change

  Derek T. Copp

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• Portrait of a Teach for All (TFA) teacher: Media narratives of the universal TFA teacher in 12 countries

  Michelle Gautreaux, Sandra Delgado

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• An analysis of student performance in Chicago’s charter schools

  Myron Orfield, Thomas Luce

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• The dynamics of chronic absence and student achievement

  Rebecca A. London, Monika Sanchez, Sebastian Castrechini

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• The untapped promise of secondary data sets in international and comparative education policy research

  Amita Chudgar, Thomas F Luschei

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• Putting political spectacle to work: Understanding local resistance to the Common Core

  Michael A. Szolowicz

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• Framework for sustainability analysis for higher education institutions: Application in a case study

  Diego de Queiroz Machado, Fátima Regina Ney Matos, Augusto Marcos Carvalho de Sena, Ana Silvia Rocha Ipiranga

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• The case of the Polytechnic High School: Evaluating its implementation in public schools

  Jorge Alberto Rosa Ribeiro, Margareth Fadanelli Simionato

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• Vocational education & training students’ families’ expectations about their future employment

  Soledad Garcia-Gomez, Rosario Ordonez-Sierra, Esther Vinuesa Mariscal, Rosario Izquierdo Chaparro

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• Private education and taxes: Is the tax regime for private schools just?

  Juan Espindola

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• Impact of the Spanish model of school management on the professional identity of school leaders

  Antonio Bolívar, Maximiliano Ritacco

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• OECD teaching assessment policies: Approaching the experience in Mexican basic education

  Yazmín Cuevas Cajiga, Tiburcio Moreno Olivos

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• Is deliberation a laudable goal when policy is a done deal? The Habermasian public sphere and legitimacy in a market era of education policymaking

  Liza N. Pappas

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• The creation of performance funding in Michigan: Partnership, promotion and points

  Renata Opoczynski

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• Rethinking privatization policies in education: The enclosure of the school

  Noelia Fernández-González

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• Data and performativity in doctoral education: Information gaps and suggestions for overcoming them

  Catalina Wainerman, Iván Matovich

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• Educational process for people with autism spectrum disorder from the analysis of scientific production available in SciELO – Brazil (2005-2015)

  Fabiana Ferreira do Nascimento, Mara Monteiro da Cruz, Patricia Braun

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• Books of occurrences: Violence and indiscipline in state managed schools

  Claudia Lemos Vóvio, Vanda Mendes Ribeiro, Luiz Carlos Novaes, Maria Helena Bravo

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Teach For America: Research on Politics, Leadership, Race, and Education Reform

• Reframing Teach For America: A conceptual framework for the next generation of scholarship

  Janelle Scott, Tina Trujillo, Marialena D. Rivera

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• TFA and the magical thinking of the “best and the brightest”

  Megan Blumenreich, Bethany Rogers

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• Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

  Michael Barnes, Emily Germain, Angela Valenzuela

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• Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices

  T. Jameson Brewer, Kerry Kretchmar, Beth Sondel, Sarah Ishmael, Megan Manfra

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• Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

  Terrenda C. White

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• Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

  Angus Shiva Mungal

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• Cultivating political powerhouses: TFA corps members experiences that shape local political engagement

  Rebecca Jacobsen, Rachel White, Sarah Reckhow

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Discursive Perspectives Part 1

• Locating and applying critical discourse analysis within education policy

  Jessica Nina Lester, Chad R. Lochmiller, Rachael Gabriel

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• Complicating the rhetoric: How racial construction confounds market-based reformers’ civil rights invocations

  Laura Elena Hernandez

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• A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers

  Carl Emery

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• An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites

  Margarita Jimenez-Silva, Katie Bernstein, Evelyn Baca

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• Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten

  Michael H. Little, Lora Cohen-Vogel

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• Political contestation and discourses of meaning: Revising Minnesota’s school integration revenue statute

  Allison Mattheis

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• Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers

  Sarah Winchell Lenhoff, Jasmine B. Ulmer

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Stephen J. Ball y la investigación sobre políticas educativas en América Latina

• Exploring the use of Stephen J. Ball’s theoretical tools for the analysis of education policies in Latin America

  Jason Beech, Analía Inés Meo

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• Interview with Stephen J. Ball: Analysing his contribution to education policy research

  Marina Avelar

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• The theory of enactment by Stephen Ball: And what if the notion of discourse was different?

  Alice Casimiro Lopes

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• In favor of a topological reading of curriculum policies

  Elizabeth Macedo

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• Policy enactment and educational quasimarkets: Analysing school offer and demand dynamics in Chile

  Antoni Verger, Xavier Bonal, Adrián Zancajo

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• Tracing translations of ICT policies in higher education

  Gary Alberto Cifuentes, Paola Valero

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• Reception and enactment of the compulsory secondary education reform. Stephen Ball’s contributions to the study of educational policies in schools of Santa Cruz province, Argentina

  María Cecilia Bocchio, Silvia Mariela Grinberg, Carla Andrea Villagran

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Models of Open Education in Higher Education

• The role of "open" in strategic library planning

  Lisa Petrides, Letha Goger, Cynthia Jimes

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• Meeting the challenges of higher education in India through Open Educational Resources: Policies, practices, and implications

  Archana Thakran, Ramesh Chander Sharma

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• Awarding college credit for MOOCs: The role of the American Council on Education

  Jason E Stone

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• Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe

  Martin Ebner, Sandra Schön, Swapna Kumar

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• OER “produsage” as a model to support language teaching and learning

  Teresa MacKinnon, Sarah Pasfield-Neofitou

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• The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption

  David Wiley, Linda Williams, Daniel DeMarte, John Hilton

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• Assessing the potential for openness: A framework for examining course-level OER implementation in higher education

  Kate Judith, David Bull

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Education for Global Citizenship

• Charting a democratic course for global citizenship education: Research directions and current challenges

  John P. Myers

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• Are WE the world? A critical reflection on selfhood and global citizenship education

  Chenyu Wang, Diane M. Hoffman

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• Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School

  Marzia Cozzolino DiCicco

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• Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore

  Theresa Alviar-Martin, Mark Baildon

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• Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

  Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier, Jessie Montana Cain

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English Language Teaching in Public Primary Schools in Latin America

• Introduction to the special issue on English language teaching in public primary schools in Latin America

  José Luis Ramírez-Romero, Peter Sayer

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• English language education in primary schooling in Argentina

  Melina Porto

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• ELT in Brazilian public schools: History, challenges, new experiences and perspectives

  Ricardo Luiz Teixeira de Almeida

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• Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country

  Malba Barahona

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• English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies

  Doris Correa, Adriana González

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• The teaching of English in public primary schools in Mexico: More heat than light?

  José Luis Ramírez-Romero, Peter Sayer

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• An exploration of the effects of language policy in education in a contemporary Puerto Rican society

  Mirta Maldonado-Valentín

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