education policy analysis archives

a peer-reviewed, independent, open-access, multilingual journal

Special Topic: The construction of knowledge in higher education studies: A Southern perspective

Guest Editors: José Joaquín Brunner, Universidad Diego Portales; Carolina Guzmán-Valenzuela, Universidad de Chile

Submissions accepted in Portuguese, Spanish, and English.

Submissions due: June 15, 2018

Special Topic: Edtech and the Policies of Human Formation

Guest Editors: Lílian do Valle (UERJ); Daniel Mill (UFSCar); Aldo Victorio Filho (UERJ)

Submissions accepted in Portuguese, Spanish, and English.

Submissions due:  April 31, 2018

The year 2017 has been a productive one for EPAA/AAPE, as this year's annual report details below. 

Happy holidays, and a special thank you to our Volume 25 (2017) authors, reviewers, guest editors, and volunteers.

Cordially,

Audrey Amrein-Beardsley

EPAA/AAPE Lead Editor

Special issue proposal: Management and Management Policies in Lusophone Countries. Critical perspectives on the new public management and the post-bureaucracy in education

Guest Editors: Almerindo Janela Afonso - Professor Associado do Departamento de Ciências Sociais da Educação da Universidade do Minho, Portugal; Geovana Mendonça Lunardi Mendes - Professora Associada do Programa de Pós-graduação em Educação, Universidade do Estado de Santa Catarina 

Submissions accepted in Portuguese, Spanish, and English.

EPAA/AAPE announces a call for written and video commentaries from educators, policymakers, and community members for a special issue about redesigning systems of assessment and accountability for meaningful student learning. 

Guest Editors: Soung Bae, Jon Snyder, and Elizabeth Leisy Stosich (Stanford Center for Opportunity Policy in Education)

EPAA/AAPE convoca a un número especial dirigido a analizar las Políticas de inclusión y  extensión de la obligatoriedad escolar: Alcances, contradicciones y desafíos  en la materialización del derecho a la educación

Editores invitados: Nora Gluz, UNGS- UBA, Dalila Andrade Oliveira, UFMG, Cibele Rodrigues, FUNDAJ 

The year 2016 has been a productive one for EPAA/AAPE, as this year's annual report details below. 

Happy holidays, and a special thank you to our Volume 24 (2016) authors, reviewers, guest editors, and volunteers.

Cordially,

Audrey Amrein-Beardsley

EPAA/AAPE Lead Editor

EPAA/AAPE announces a call for papers for a special issue exploring the contested terrain of teacher education policy and practice, guest-edited by Olena Aydarova and David Berliner, Arizona State University. 

EPAA/AAPE convoca a un número especial dirigido a analizar los procesos de reformas a la educación superior iniciados o impulsados por gobiernos en países de América Latina desde la década de 1990, en perspectiva comparada, y en diálogo con la literatura internacional relevante para las preguntas de investigación abordadas en cada artículo.

EPAA/AAPE invites papers that analyze higher education reforms initiated or promoted by governments in Latin America since the 1990s from a comparative perspective and in dialogue with the relevant international literature. Guest editors for this special issue are Andrés Bernasconi Pontificia Universidad Católica de Chile, and Sergio Celis, Universidad de Chile. 

Call for Papers: Discursive Perspectives on Education Policy Implementation, Adaptation, and Learning,

A particular aim of this special issue is to demonstrate the potential that discourse analytic approaches have for the study of education policy. We invite authors to submit manuscripts examining education policy using both micro-analytic traditions (e.g., conversation analysis, discursive psychology, etc.) and macro-analytic traditions (e.g., poststructural discourse analysis; critical discourse analysis) to discourse analysis. We are particularly interested in analyses that focus on the ways in which policy comes to be known, understood, or interpreted through formal and informal interactions, including: classroom talk, professional conversations, and public conversations among and between policymakers and the media. We welcome submissions that are empirical, theoretical, and methodological in scope, as well as submissions connected to education and/or education-related settings. Further, we encourage scholars from both the United States and international contexts to contribute. 

Dear readers

We want to wish you very happy holidays and send our Special Thanks to our Volume 22 (2o14) Reviewers. Authors and Reviewers

-----------------------------------

Estimad@s lector@s

Les deseamos muy felices fiestas y aprovechamos para agradecer especialmente a nuestr@s autor@s y revisor@s!

---------------------------

Prezad@s leitor@s

Gostaríamos de desejar boas festas a todos. Aproveitamos para e enviar um especial agradecimento  aos noss@s pareceristas

Gustavo E. Fischman

Editor

Annual Summary EPAA/AAPE Volume 22 (2014) Overview of Publishing Activities

Las contribuciones más significativas de Stephen J. Ball y sus colaboradores pueden agruparse en tres grandes ejes temáticos. En primer lugar, el análisis de la participación de nuevos actores en la política educativa, tales como las empresas y las organizaciones filantrópicas; lo que implica una redefinición del estado y de la forma en que se gobierna a la educación. Ball nos advierte acerca de la necesidad de repensar categorías binarias tales como público-privado, estatal – no estatal, actividades con y sin fines de lucro, entre otras, al notar que las fronteras entre estos polos están siendo redefinidas permanentemente. El segundo eje que destacamos del trabajo de Ball es el que analiza los ciclos de la política y la “puesta en acto” de las políticas en el nivel micro-institucional. Ball cuestiona el concepto de “implementación” y las visiones lineales acerca de las relaciones entre la “política” y la “práctica”. Por el contrario, propone enfoques conceptuales que contribuyen a abrir la caja negra de las políticas educativas, explorando cómo éstas definen marcos posibles para la acción, pero, al mismo tiempo, dejan márgenes para las interpretaciones y acciones de los individuos que actúan en diferentes contextos. El tercer eje temático que identificamos es el que examina las relaciones entre la clase social  y las políticas educativas, prestando especial atención a cómo ciertas políticas – en particular las vinculadas a lógicas de mercado -  han contribuido a la consolidación de circuitos educativos desiguales y, de esta manera, han beneficiado a las familias de clase media y perjudicado a las de clase trabajadora.

Consideramos que las preocupaciones teóricas y las preguntas de investigación empírica de Stephen J. Ball contribuyen a visibilizar, mapear e interrogar algunos aspectos que han sido marginalizados en la mayoría de las investigaciones sobre las políticas educativas en América Latina. Las indagaciones de Ball sobre la producción de las políticas educativas y sus efectos en las desigualdades educativas y sociales invitan a caracterizar y problematizar el rol que diversos actores estatales y no estatales tienen en la definición y re-definición de aspectos centrales de los sistemas educativos en América Latina (tales como los contenidos curriculares, los modos legítimos de su transmisión, y la distribución de recursos materiales y humanos, entre otros). Las herramientas teóricas forjadas por Ball contribuyen a examinar estos nuevos fenómenos como expresiones de un proceso más amplio de re-configuración del estado y de sus relaciones con la sociedad civil, el cual se inscribe en un escenario caracterizado por desplazamientos de las relaciones de poder a nivel global y al interior de los sistemas educativos.

Este número especial de AAPE/EPAA se propone publicar trabajos de investigación que se apropien y dialoguen críticamente con el enfoque teórico que Stephen J. Ball ha desarrollado durante las últimas tres décadas, con el objetivo de profundizar nuestra comprensión de las políticas educativas en América Latina.

Aquí, antes que traducciones lineales de una perspectiva elaborada para analizar otros contextos, nos interesa  mapear la fertilidad de las preguntas y del marco interpretativo de Ball para comprender el carácter conflictivo, dinámico y multi-situado de las políticas educativas en América Latina.

Acerca de la revista: con más de 20 años de historia, EPAA/AAPE es una revista evaluada por pares, independiente, de acceso abierto y de ámbito internacional, multilingüe e interdisciplinar. Los artículos que publica son indexados en SCImago Journal Rank, SCOPUS, EBSCO Education Research Complete, ERIC, H.W. WILSON & Co, Directory of Open Access Journals, CIRC (Clasificación Integrada de Revistas Científicas, España), DIALNET (España), QUALIS A2 (Brasil) y SOCOLAR (China). Está pensada para investigadores, docentes, profesionales, responsables políticos y analistas preocupados por las políticas educativas. EPAA/AAPE es editada por la Arizona State University y cuenta con la colaboración de la Universidad de San Andrés para su sección sobre Sudamérica en castellano.

Envío de los trabajos: Todos los manuscritos deben ser enviados electrónicamente a través del sitio web de EPAA/AAPE (http://epaa.asu.edu/ojs/) y seguir las pautas de presentación de la revista.

Pueden ser trabajos escritos en castellano, portugués o inglés. 

No evaluaremos manuscritos remitidos para su publicación en otra revista o ya publicados.

Fecha límite de recepción de los trabajos:  Fecha límite de recepción de los trabajos: 25 de marzo (los
envíos anteriores a este plazo serán bienvenidos)

Fecha de publicación: A partir de julio de 2015

Editores del monográfico: Jason Beech, Universidad de San Andrés – Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) (jbeech@udesa.edu.ar) y Analía Inés Meo, CONICET e Instituto de Investigaciones “Gino Germani” (Universidad de Buenos Aires) (analiameo@conicet.gov.ar).

Special Topic: Examining Teach For America: Politics, Leadership, Student Achievement, and Race

In 1989, Princeton undergraduate Wendy Kopp established Teach For America. She envisioned a national teacher corps patterned after the Peace Corps that would be comprised of graduates of elite universities. When corps members left the classroom after a two-year commitment, they were expected to become lifelong advocates for public education in whatever profession they chose. More than twenty years later, TFA has placed over 25,000 teachers in more than 35 school districts, and enjoys significant federal, foundation, and corporate funding. Its leaders regard the organization as a critical agent in ameliorating educational inequality, and they imagine that TFA develops leaders who work across multiple professional, political, and educational terrains to reshape schooling for poor children and children of color. It has built an active alumni network, has developed programs to encourage alumni to run for public office, and has established relationships with many graduate programs and professional schools to create pipelines for civic leadership. Thus, although TFA began as an alternative teacher preparation and placement organization, its mission has shifted over the last two decades. Today, TFA maintains that it selects and prepares educational and social policy leaders.

To date, however, the research on TFA has tended to fall into four categories: (1) conceptual debates about the organization’s potential advantages and disadvantages; (2) empirical studies of TFA’s effects on student test-based outcomes; (3) TFA memoirs and journalistic accounts of corps’ members experiences; and (4) a small, but growing set of empirical studies that conceive of corps members as social and political actors. This special issue joins this last body of scholarship, which is attempting to reframeTeach For America as an organization that is situated within a larger political and ideological movement.  It will also complement EPAA’s forthcoming special issue on TFA’s international spin-off, Teach For All.

Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring the multiple effects of TFA on educational leadership, policy, racial representation, and student achievement. It seeks to answer:  What are the political and ideological roots of TFA’s relationship with schools, communities, and the system of public education? What do we know about TFA’s impacts on the quality of education for marginalized students, such as English Learners and children of color? How does TFA shape its corps members’ understandings about the roots of educational inequality, as well as the subsequent policies or reforms for addressing them?

By answering these questions, this issue contributes to the theory, policy, and practice related to Teach For America. It also expands the discourse on TFA by offering multiple, varied conceptualizations of the organizations “effects” and their long-term implications for educational equity in our nation’s public schools.

About the Journal: Celebrating its 22^th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.

Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.  We will not consider manuscripts submitted for publication or published elsewhere.

Initial 500-word Abstract Deadline: September 30, 2014

(potential contributors submit abstracts for reactions and feedback)

Submission Deadline: January 15, 2015

Publication date: July 2015

Early submissions are encouraged.

Guest Co-Editors: Tina Trujillo, University of California Berkeley (trujillo@berkeley.edu) and Janelle Scott, University of California Berkeley (jtscott@berkeley.edu)

Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring “Models of Open Education in Higher Education.” Through the advent of open educational resources (OER) and open access, the education arena is witnessing the rise of new models to support learning. From Coursera to Codecademy, to local initiatives led by individual instructors—these models are helping to shift the way that higher education institutions approach pedagogy and credentialing, both at the policy and the course levels. For example, several institutions have created new offices and initiatives to encourage faculty to creatively use open content in their courses; some of these institutions are also supporting lifelong learning by enlisting their faculty to lead Massive Open Online Courses, or MOOCs. Other institutions are partnering with open content providers to create adaptable, accredited courses that are better aligned to employers’ expectations for workforce competencies. And instructors are experimenting with new pedagogical approaches offered through open content as a means of meeting their students’ varied learning styles and needs.

These models will likely continue to make inroads into higher education—spurred in part by rising costs of education, decreases in funding, and increased demand from students, parents, and employers for innovative teaching approaches. There is currently, however, limited empirical understanding of the forms that these models can take, and their potential impact on formal education, on policy, on curriculum, and on the practice of pedagogy.

Education Policy Analysis Archives announces a call for papers for a special issue exploring the policy and practice of open education models in higher education. The special issue seeks to answer: What are the ways that OER support current challenges in higher education? How are these new, OER-based models impacting education as we know it—at both a policy and practice level? And finally, how are these new models impacting higher education stakeholders, including instructors their students? In answering these questions, this issue hopes to inform both theory and in practice by opening up dialogue and providing evidence for the ways that these models can support institutional goals, and by offering insights into successful practices that leverage open content toward enhanced student learning. We invite both theoretical and empirical papers for the issue, as well as papers that draw on innovative approaches to addressing this nascent area of research.

About the Journal: Celebrating its 22^nd year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.

Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.

Deadline: September 1, 2014

Publication date: March 2015

Early submissions are encouraged.

Guest Co-Editors:

Lisa Petrides, Institute for the Study of Knowledge Management in Education, lisa@iskme.org

Cynthia Jimes, Institute for the Study of Knowledge Management in Education, cynthia@iskme.org

Please also cc renae.keep@gmail.com on all correspondence.

Dear Readers,

The deadlines for EPAA/AAPE’s special call for papers are fast approaching. Please keep these dates in mind in order for your submissions to be considered.

• Democracy’s College: The American Community College in the 21^st Century

Research papers exploring the role of community colleges in the 21^st century and how community colleges balance their multiple and possibly conflicting missions are encouraged.

Deadline: Wednesday, August 1, 2012

Expected Publication Date: January 2013

Guest Co-Editors: Dr. Jeanne M. Powers (jeanne.powers@asu.edu) and Amelia M. Topper (amy.topper@asu.edu)

• Preparing Teachers Highly Qualified to Do What?

Research papers exploring teacher preparation in an era of pacing guidelines, benchmark tests, scripted curricula, and program improvement are encouraged.

Deadline: Thursday, November 1, 2012

Expected Publication Date: March/April 2013

Guest Co-Editors: Dr. Pia Lindquist Wong (wongp@csus.edu) and Dr. Elaine Chin (elaine.chin@sjsu.edu)

• Social Pedagogy in the 21^st Century

Research papers exploring the role of social pedagogy in the 21^st century including issues of social exclusion, democratic participation, and empowerment of disadvantages groups are encouraged.

Deadline: Monday, December 31, 2012

Expected Publication Date: March 2013

Guest Co-Editors: Dr. Daniel Schugurensky (dschugur@asu.edu) and Michael Silver (mike.silver@asu.edu)

The EPAA/AAPE Editorial Team

Dear Readers,

Education Policy Analysis Archives (EPAA/AAPE) announces the call for papers for four special issues: