CFP: Global Policy Mobilities in Federal Educational Systems Posted: 2021-03-01 |
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Special Topic: Global Policy Mobilities in Federal Educational Systems Guest Editors: Jason Beech (Monash University), Laura Engel (George Washington University), Bob Lingard (University of Queensland), and Glenn Savage (University of Western Australia) Abstract deadline: April 1, 2021 Language: English |
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Posted: 2021-03-01 |
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PRORROGAÇÃO: CFP/Chamada Dossiê: Educação e suas Interfaces com Administração, Contabilidade e Economia Posted: 2021-01-11 |
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Tema especial: Educação e suas Interfaces com Administração, Contabilidade e Economia: Políticas e Saberes Editores Convidados: Zara Figueiredo Tripodi (Universidade Federal de Ouro Preto), Ursula Dias Peres (Universidade de São Paulo) e Thiago Alves (Universidade Federal de Goiás) Idioma para envio de artigos: Português Submissão de resumo ampliado: 24/01/2021 (PRORROGAÇÃO) |
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Posted: 2021-01-11 |
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CFP/Chamada Dossiê: Educação Superior na América Latina em Tempos de Crise Posted: 2021-01-11 |
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Tópico especial: Educação Superior na América Latina em Tempos de Crise Editores Convidados: Suzana dos Santos Gomes, suzanasgomes@fae.ufmg.br, Savana Gomes Diniz Melo, sdgmufmg2@gmail.com e Felipe Andres Zurita Garrido, fzuritagarrido@gmail.com Envio de resumos (1.000 palavras, português ou espanhol): 09 de fevereiro de 2021 |
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Posted: 2021-01-11 |
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EPAA/AAPE 2020 In Retrospect Posted: 2020-12-22 |
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A look back at this unprecedented year, with an annual review of publications, editorial team changes, and accomplishments in 2020. |
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Posted: 2020-12-22 |
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CFP EXTENDED 1/15/2021: Testing Opt-out Movements: Resistance, Disputes and Transformation Posted: 2020-12-13 |
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Special Topic: Testing Opt-out Movements: Resistance, Disputes and Transformation Guest Editors: Javier Campos-Martínez (Universidad de O’Higgins), Alejandra Falabella (Universidad Alberto Hurtado), Jessica Holloway (Deakin University), Diego Santori (King’s College London) Languages: English, Spanish Submission (800-word outline) Deadline: Extended to January 15, 2021 |
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Posted: 2020-12-13 |
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Chamada para Editores/as Convidados/as para Coordenar o Dossiê: Educação e suas Interfaces com Administração, Contabilidade e Economia: Políticas e Saberes Posted: 2020-10-01 |
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Chamada para editores/as convidados/as para coordenar o dossiê: Educação e suas interfaces com Administração, Contabilidade e Economia: Políticas e Saberes Submissão de propostas de dossiês: 23-Out-20
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Posted: 2020-10-01 |
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CFP EXTENDED 10/31/2020: Right to Education and Educational Inclusion of LGBT+ Youth in Latin America and the Caribbean Posted: 2020-09-30 |
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Special Topic: Right to Education and Educational Inclusion of LGBT+ Youth in Latin America and the Caribbean Guest Editors: Jaime Barrientos (Universidad Alberto Hurtado), María Teresa Rojas (Universidad Alberto Hurtado), Ismael Tabilo (SUMMA, Laboratorio de Investigación e Innovación en educación para América Latina y el Caribe) y Canela Bodenhofer (SUMMA, Laboratorio de Investigación e Innovación en educación para América Latina y el Caribe). Submission of outlines/proposals (1,000 words): 31 October 2020 Abstracts accepted in English, Portuguese, and Spanish. |
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Posted: 2020-09-30 |
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CFP: Student Experience in Latin American Higher Education Posted: 2020-08-20 |
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Topic: Student Experience in Latin American Higher Education Guest Editors: María Verónica Santelices (Pontificia Universidad Católica de Chile), Sergio Celis (Universidad de Chile) Abstracts (500 words maximum) due September 15, 2020 Contributions in Spanish, Portuguese, or English language will be considered. |
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Posted: 2020-08-20 |
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CFP: Teachers and Educational Policy Posted: 2020-07-13 |
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Topic: Teachers and Educational Policy: Professionalism, Expertise. and Choice in an Age of Populist Politics Guest editors: Meghan Stacey (University of New South Wales), Jessica Holloway (Deakin University), Jessica Gerrard (University of Melbourne), Anna Hogan (University of Queensland) and Mihajla Gavin (University of Technology Sydney) Submission of outlines/proposals (1,000 words): 2 October 2020 Submissions accepted in English. |
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Posted: 2020-07-13 |
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CFP: International Migration and the Right to Education: Challenges for Facing Inequalities in Education Systems Policies Posted: 2020-06-19 |
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Topic: International Migration and the Right to Education: Challenges for Facing Inequalities in Education Systems Policies Guest editors: Ana Lorena de Oliveira Bruel (UFPR / Brazil), Isabelle Rigoni (INSHEA / France) e Maïtena Armagnague (INSHEA / France) Extended abstracts in English, Portuguese, and Spanish due July 17, 2020 |
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Posted: 2020-06-19 |
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Chamada para Editores/as Convidados/as para Coordenar o Dossiê Posted: 2020-04-06 |
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Chamada para Editores/as Convidados/as para Coordenar o Dossiê (edição especial) com EPAA / AAPE: Migrantes, Diáspora e Refúgios: Responsabilidades dos Sistemas Educativos Favor enviar o formulário preenchido para Andréa Barbosa Gouveia (andrea-gouveia@uol.com.br), Maria Margarida Machado (mmm2404@gmail.com) e Márcia Pletsch (marciadenisepletsch@gmail.com). |
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Posted: 2020-04-06 |
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CFP DEADLINE EXTENDED July 15: Digital Society and Higher Education: Impact and Consequences for Policy Posted: 2020-02-24 |
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Topic: Digital Society and Higher Education: Impact and Consequences for Policy Guest Editors: Germán Álvarez-Mendiola, Wietse de Vries, and Hans G. Schuetze Revised submission deadline: July 15, 2020 English preferred; Spanish and Portuguese also accepted. |
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Posted: 2020-02-24 |
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CFP DEADLINE EXTENDED APRIL 3: Policy Implementation as an Instrument to Achieve Educational Equity in the Community College Context Posted: 2020-02-12 |
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Topics: Education Policy Implementation; Educational Equity; Community College Guest Editors: Eric R. Felix (efelix@sdsu.edu) and H. Kenny Nienhusser (kenny.nienhusser@uconn.edu) 300-500-word abstracts deadline extended: April 3, 2020 |
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Posted: 2020-02-12 |
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PRORROGAÇÃO DE PRAZO DOSSIÊ PARA 10 DE JULHO: O Trabalho na Educação Superior Posted: 2019-05-14 |
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Editores Convidados: Deise Mancebo, Denise Bessa Leda, e Carla Vaz dos Santos Ribeiro Idiomas para envio de artigos: Português, Espanhol e Inglês Submissão de artigos: até 10 de julho de 2019 (Prorrogação) |
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Posted: 2019-05-14 |
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Call For Papers: Policies and Practices of Promise in Teacher Evaluation Posted: 2019-04-17 |
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Special Topic: Policies and Practices of Promise in Teacher Evaluation Guest Editor: Audrey Amrein-Beardsley (Arizona State University) Abstracts submitted for guest editor review: May 31, 2019 Materials will be accepted in English. |
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Posted: 2019-04-17 |
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CFP DEADLINE EXTENDED TO JUNE 15: Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements Posted: 2019-04-11 |
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Topic: Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements Guest Editors: Oren Pizmony-Levy (Teachers College, Columbia University) and Dafna Gan (Kibbutzim College of Education, Technology and the Arts) Deadline Extended: 400-word abstract submissions due: June 15, 2019 |
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Posted: 2019-04-11 |
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CFP/Chamada Dossiê: Educação e Povos Indígenas - Identidades em Construção e Reconstrução Posted: 2019-04-01 |
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Proposta: Educação e Povos Indígenas - Identidades em Construção e Reconstrução Editores Convidados: Kaizô Iwakami Beltrão e Juliane Sachser Angnes
Submissão de artigos: até 30/05/2019 |
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Posted: 2019-04-01 |
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2018 Annual Report Posted: 2018-12-31 |
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EPAA/AAPE 2018 Year in Review |
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Posted: 2018-12-31 |
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CFP/Chamada Dossiê: Politicas Públicas em Educação Especial em Tempos de Ditadura Posted: 2018-12-12 |
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Proposta: Politicas públicas em Educação Especial em tempos de ditadura Editores Convidados: Katia Regina Moreno Caiado, Maria Edith Romano Siems-Marcondes, Marcia Denise Pletsch Submissão de artigos: até 28 de fevereiro de 2019 |
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Posted: 2018-12-12 |
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Call for Papers: Understanding Policy Networks Posted: 2018-12-05 |
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Topic: Understanding Policy Networks: Social Network Analysis as a Tool to Visualize and Predict the Politics of Education from the Local to the National Level Guest Editors: Emily Hodge (Montclair State University), Joshua Childs (University of Texas at Austin), Wayne Au (University of Washington Bothell) Submission Deadline: February 1, 2019 |
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Posted: 2018-12-05 |
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Call for Papers: Standards and Competency Frameworks for School Administrators: Global, Comparative and Critical Perspectives Posted: 2018-08-14 |
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Special Topic: Standards and Competency Frameworks for School Administrators: Global, Comparative and Critical Perspectives / Estándares y Competencias en Gestión Educativa: Perspectivas Globales, Comparativas y Críticas Guest Editors: Augusto Riveros (Western University) and Wei Wei (Western University) Submission of abstracts: September 15, 2018 |
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Posted: 2018-08-14 |
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Call for Papers: Policies for Management of Compulsory Public Education in Ibero-America Posted: 2018-06-19 |
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Special Topic: Policies for Management of Compulsory Public Education in Ibero-America: Main Debates and Challenges Guest Editors: Sebastián Donoso, Joaquín Gairn, and Ângelo Ricardo de Souza 500-word abstracts submissions due: August 16, 2018 |
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Posted: 2018-06-19 |
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Call for Papers: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through Education Posted: 2018-06-14 |
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Special Topic: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through Education Guest-editors: D. Brent Edwards Jr. & Alexander Means (University of Hawaii) English submissions only. Abstracts due by July 15, 2018 |
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Posted: 2018-06-14 |
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Call for Papers: The Construction of Knowledge in Higher Education Studies: A Southern Perspective Posted: 2018-03-20 |
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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 |
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Posted: 2018-03-20 |
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Call for Papers: Edtech and the Policies of Human Formation Posted: 2018-01-23 |
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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 |
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Posted: 2018-01-23 |
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2017 Annual Report Posted: 2017-12-20 |
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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 |
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Posted: 2017-12-20 |
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Call for Papers: Management and Management Policies in Lusophone Countries Posted: 2017-08-22 |
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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. |
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Posted: 2017-08-22 |
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Chamada Dossiê (CFP) Colonialidade e Pedagogia Decolonial Posted: 2017-08-08 |
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Proposta de dossiê: Colonialidade e Pedagogia Decolonial, editores convidados: Catherine Walsh – Diretora (fundadora) do doutorado em Estudos Culturais Latinoamericanos, Universidad Andina Simón Bolívar-UASB, Sede Ecuador. Luiz Fernandes de Oliveira – Programa de Pós-Graduação em Educação, Contextos Contemporâneos e demandas Populares da Universidade Federal Rural do Rio de Janeiro (PPGEduc-UFRRJ). Vera Maria Candau – Professora Emérita da PUC – Rio. |
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Posted: 2017-08-08 |
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Call for Commentaries: Redesigning Assessment and Accountability Posted: 2017-08-01 |
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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) |
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Posted: 2017-08-01 |
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Call for Papers: Rethinking Education Policy and Methodology in a Post-truth Era Posted: 2017-07-12 |
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EPAA/AAPE announces a call for papers for a special issue exploring education policy and methods in the recent and still oncoming era of post-truths. guest-edited by Jennifer R. Wolgemuth, Mirka Koro-Ljungberg, Travis M. Marn, Anthony J. Onwuegbuzie, and Shaun M. Dougherty. |
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Posted: 2017-07-12 |
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2016 Annual Report Posted: 2016-12-19 |
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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 |
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Posted: 2016-12-19 |
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Call for Papers: Global Perspectives on High-Stakes Teacher Accountability Policies Posted: 2016-08-22 |
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EPAA/AAPE announces an open call for papers for a special issue exploring global perspectives on high-stakes teacher accountability policies, guest edited by Jessica Holloway, Tore Bernt Sørensen, and Antoni Verger. |
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Posted: 2016-08-22 |
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Call for Papers: Navigating the Contested Terrain of Teacher Education Policy and Practice Posted: 2016-07-05 |
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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. |
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Posted: 2016-07-05 |
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Convocatoria número especial: Reformas a la educación superior: América Latina en contexto internacional comparado/Special Issue on Higher Education in Latin America Posted: 2016-06-07 |
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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. |
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Posted: 2016-06-07 |
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Call for Papers: School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization Posted: 2016-03-10 |
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EPAA/AAPE announces a call for papers for a special issue guested edited by Ee-Seul Yoon & Christopher Lubienski examining the ways in which the global wave of educational policy reforms of marketization, privatization, neoliberalization, and school choice are changing how Canadian primary and secondary schools are organized, accessed, experienced and funded. |
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Posted: 2016-03-10 |
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2015 Annual Report and Upcoming Changes Posted: 2015-12-22 |
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The year 2015 has been productive for EPAA/AAPE, as this year's annual report details below. The journal is also at the end of one cycle and beginning another, with a new editorial team. |
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Posted: 2015-12-22 |
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Call for Papers: Special Issue on English Language Teaching in Public Primary Schools in Latin America Posted: 2015-10-20 |
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The journal Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (EPAA/AAPE) invites researchers doing work on the topic of English Language Teaching (ELT) in primary schools in Latin America to collaborate on a special issue of the journal |
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Posted: 2015-10-20 |
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EPAA Farewell and Welcome Posted: 2015-09-01 |
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Dear Readers,
As we begin a new academic year, EPAA/AAPE would like to say farewell to Amy Marcetti Topper for her service to the journal and welcome Dr. Stephanie McBride-Schreiner.
Amy is ABD in ASU’s Education Policy and Evaluation program and has served as a Managing Editor of the journal for the past three years. In addition to reviewing submissions and helping the editors, authors and special guest editors through the editorial process, she assisted with the social media and video commentary production, shared information about the journal at conferences, and contributed to the production of our annual report. She may not miss formatting articles and tables, but we will miss her as a talented manager, a superb scholar, and a great colleague.
Stephanie has joined EPAA’s editorial staff as the new Managing Editor. She has a background in scholarly publishing and we are excited to draw on her expertise as EPAA continues to explore innovative ways to connect the work of our authors with the wider world.
The EPAA/AAPE Editorial Team Education Policy Analysis Archives Website: http://epaa.asu.edu/ojs Facebook: https://www.facebook.com/EPAAAAPE Twitter: @epaa_aape |
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Posted: 2015-09-01 |
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Call for Papers: Discursive Perspectives on Education Policy Implementation, Adaptation, and Learning Posted: 2015-07-01 |
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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. |
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Posted: 2015-07-01 |
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Call for Papers: Education for Global Citizenship: Democratic Visions and Future Directions Posted: 2015-01-26 |
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Call for Papers: Education for Global Citizenship: Democratic Visions and Future Directions Guest Editor: Dr. John P. Myers, Florida State University, jpmyers@fsu.edu |
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Posted: 2015-01-26 |
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A Special Thanks to our 260 V22-2014 Reviewers Posted: 2014-12-21 |
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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 |
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Posted: 2014-12-21 |
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Annual Summary EPAA/AAPE Volume 22 (2014) Posted: 2014-12-15 |
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Annual Summary EPAA/AAPE Volume 22 (2014) Overview of Publishing Activities |
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Posted: 2014-12-15 |
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Call for Papers: Knowledge Brokers in Education Posted: 2014-12-09 |
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This special issue will explore the nature and impact of the work of ‘research brokering organizations’ in research mediation in education in Canada, the US and the UK, and also looks for evidence on the impact of these efforts. |
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Posted: 2014-12-09 |
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Número especial: Stephen J. Ball y la investigación sobre políticas educativas en América Latina Posted: 2014-07-29 |
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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). |
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Posted: 2014-07-29 |
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Call for Papers: Examining Teach For America Posted: 2014-07-15 |
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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 22th 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) |
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Posted: 2014-07-15 |
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Call for Papers: Teach For All and Global Teacher Education Reform Posted: 2014-05-29 |
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Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring Teach for All and Global Teacher Education Reform. The teacher education landscape is changing around the world, as global actors and discourses emerge in ways that are both novel and historically grounded. One such actor is Teach For All, the global organization that aims at redefining what it means to teach and to participate in the educational arena. Teach For All pursues this goal by serving as an umbrella network that provides strategic support to social entrepreneurs throughout the world that seek to adapt and implement the education reform ideals and organizational model of Teach For America. Since Teach For All was founded at the 2007 Clinton Global Initiative, 33 programs have appeared in countries as different as Argentina, Estonia, Germany, Pakistan and China, with varying levels of reach, impact, and integration/conflict with the established stakeholders. The degree of adaptation of the model has also varied extensively in response to differing local needs and policy contexts. This proposed Special Issue of EPAA/AAPE seeks to gain a deeper understanding of the workings of this specific type of teacher education reform by combining multiple theoretical frameworks and methodological approaches, and bringing together analyses of the global network as a whole alongside case studies of a few local programs. Research on Teach For All and the programs residing under its umbrella is currently extremely scarce, with the exception of analyses of Teach For America, and to a lesser extent, Teach First (UK). However, the rapid expansion of the network, the considerable funding and support it is gathering both from public and private partners, and most importantly, the ways in which it is influencing public debate and policy around issues of teacher recruitment, retention and certification, the role of unions, learning assessment, and school policy demands a concerted effort at producing a critical mass of scholarship that will provide perspective, evidence and conceptual contributions to avoid a narrowing of the conversation. This special issue will be a central contribution towards these efforts, and will hopefully serve as a hub for scholars, policymakers, teachers and other stakeholders seeking to actively participate in the debate from an informed, thoughtful standpoint. Editors will consider both empirical and theoretical pieces, as well as a wide range of methodological approaches, including quantitative, qualitative and mixed methods. Editors will only consider papers written in English.
About the Journal: Celebrating its 22nd 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: August 31, 2014 Publication date: March 2015 Early submissions are encouraged. Guest Co-Editors: Daniel Friedrich, Teachers College, Columbia University (friedrich@tc.edu) and Rolf Straubhaar, University of California – Los Angeles (straubhaar@ucla.edu) |
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Posted: 2014-05-29 |
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Call for Papers: Models of Open Education in Higher Education Posted: 2014-04-24 |
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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 22nd 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. |
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Posted: 2014-04-24 |
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Annual Report volume 21 (2013)/a special thanks to our volume 21 (2013) reviewers! Posted: 2013-12-20 |
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Overview of Publishing Activities - 91 articles published, representing a 52% increase from Volume 20 (2012)
- 20 articles in Portuguese
- 17 articles in Spanish
- 54 articles in English
- 168 authors (compared with 83 in 2012) from 100 institutions and 19 different countries (compared with just 10 countries in 2012)
- 330 reviewers collaborated with EPAA/AAPE
- 6 special issues published in 2013:
- Value-Added: What America’s Policymakers Need to Know and Understand, Guest Edited by Dr. Audrey Amrein-Beardsley and Assistant Editors Dr. Clarin Collins, Dr. Sarah Polasky, and Ed Sloat.
- The American Community College in the 21st Century, Guest Co-Edited by Dr. Jeanne M. Powers and Amelia Marcetti Topper.
- Preparing Teachers: Highly Qualified to Do What? Guest Co-Edited by Dr. Pia Lindquist Wong and Dr. Elaine Chin.
- Contextos, Perguntas, Respostas: O que há de novo na Educação de Jovens e Adultos? Editoras convidadas: Sandra Regina Sales Jane Paiva
- Social Pedagogy in the 21st Century, Guest Co-Edited by Dr. Daniel Schugurensky and Michael Silver.
- Formação de Professores e Práticas Culturais: Descobertas, Enlaces, Experimentações Editoras convidadas: Carla Beatriz Meinerz, Dóris Maria Luzzardi Fiss, e Sônia Mara Ogiba
- 12 videocasts posted on the EPAA/AAPE blog (10 more than in 2012)
Readership - 1,500 unique visitors (average per article)
- 2,812 subscribers to our listserv
- 130,000 unique visitors in the year (20% increase from 2012)
Visitors to EPAA/AAPE Website: Top 10 Countries Country | Visits | % Visits | United States | 69,859 | 59.6 | Spain | 3,756 | 3.2 | Canada | 3,375 | 2.9 | Brazil | 3,319 | 2.8 | United Kingdom | 3,071 | 2.6 | Mexico | 2,679 | 2.3 | Australia | 2,597 | 2.2 | Philippines | 2,155 | 1.8 | Argentina | 1,712 | 1.5 | India | 1,538 | 1.3 |
Publication Process Submissions received during 2013: 249 Submissions sent for peer review: 141 Submissions rejected by editorial board: 108 Submissions rejected after peer-review : 60 Submissions accepted for publication: 28 Submissions still under review: 53 Acceptance rate 11% Time to Publication - § 7 days (interval for publication)
- § 56 days to review (average time for contacting authors with letters of acceptance/rejection)
- § 150 days to publication (average time between reception, revision and publication)
Rankings, Indexing, and Progress - EPAA/AAPE is listed by more than 20 scholarly indexing agencies including Scopus, Redalyc, Qualis, CIRC, and Pubmed.
- EPAA/AAPE is listed in Quartile 2 in the classification of the SCImago Journal Ranking using data from Scopus.
- Using Scopus, EPAA/AAPE’s H-Index is 27 (The H-index indicates average citations)
- Using Google Scholar EPAA/AAPE’s has an H-index of 13.
- Using the H-index of Google Scholar EPAA/AAPE’s is one of the top 10 education policy journals
- Using the H index of the SCImago Journal Rank (SJR) EPAA/AAPE is ranked #34 among 175 US education journals and #63 among the 619 worldwide ranked journals in education.
- According to our own estimates, EPAA/AAPE continues to be the top open access journal ranked on the SJR indicator.
- EPAA/AAPE continues to reach readers through our Facebook page and Twitter feed.
Announcements for 2014 - All articles submitted in Spanish covering South America will be edited by the team coordinated by Dr. Jason Beech from Universidad de San Andrés, Argentina.
- EPAA/AAPE start providing DOIs for newly published articles
- EPAA/AAPE will start using Article Level Metrics (Altmetrics)
- 6 special issues are under development for 2014:
- Politics, Policies, and Practices of Coaching and Mentoring Programs, Guest Edited by Dr. Sarah L. Woulfin.
- The Future of Educational Research Journals, Guest Edited by Dr. David Post.
- The Comparative and International History of School Accountability and Testing, Co-Guest Edited by Dr. Sherman Dorn and Dr. Christian Ydesen.
- Nuevas Perspectivas para Debatir el Currículum Escolar, Editores del monográfico Miguel A. Pereyra e Jesús Romero Morante.
- Reclaiming Public Education and the At-Risk City: Insights from Detroit. Co-Guest Edited by Dr. Thomas Pedroni and Dr. Camille Wilson.
- Educação Especial: diferenças, currículo e processos de ensino e aprendizagem. Editoras convidadas Márcia Denise Pletsch, Geovana Mendonça, e Lunardi Mendes.
On behalf of EPAA/AAPE,
we wish you a very happy holiday season and a prosperous New Year! A Special Thanks to Our Volume 21 (2013) Reviewers Kamal Abouchedid Lisa Abrams Debra Ackerman Emily Ackman Karen Adams Stephanie Adams Cliff Adelman Cecilia Adrogue Alexandre Aguia Zenaida Aguirre-Munoz June Ahn Motoko Akiba Nicola Alexander Juan Alperin Marcia Alvarenga Marisa Alvarez Sylvanus Amkaya-Nacheri Audrey Amrein-Beardsley Leanna Archambault Emily Arcia Alfredo Artiles Angela Arzubiaga Paul Attewell David Berliner Bianca Bernstein Ilene Berson Eric Bettinger Gina Biancarosa Lucidio Bianchetti Robert Bifulco Lauren Bivona Alex Bowers Debra Bragg Henry Braun Ana Brenner Casey Brown Kim Brown Heath Brown Carolyn Brown Iria Brzezinski Jack Buckley Rosa Bueno Fischer Maria Isabel Bujes Dana Burde Antonio Burgos Garcia Daniel Burke Ray Buss Angela Byars-Winston Rebeca Caballero Veronica Cabezas Marie Cameron Brett Campbell Javier Campos Maria Campos Suresh Canagarajah Alejandro Canales Marisa Cannata Brendan Cantwell Gerson Carmo Carmen Carnerero Montenegro Paulo Carrano Marilia Carvalho Adriana Carvalho Lopes Matthew Chingos Sung-Woo Cho Daniel Choi Chuing Chou Carol Christensen Daryl Chubin Jesus Cisneros Jose Cisneros Patrick Clancy Susana Claro Jon Clausen Sue Clery Casey Cobb Martha Cocchiarella Valdete Coco Carina Coelho Clarin Collins Amanda Cooper Eileen Coppola Rildo Cosson Marisa Costa Xavier Costa Gabriela Cruder Anne Cullen Maria Isabel Cunha Dasy Cunha Ashlee Cunsolo Willox Mary Curry Michael Curtis Inge Danielsen Danielle Dennis Chad Dentremont Victor Diaz Sarah Diem Camila do Valle F. de Miranda Thurston Domina Tara Donahue Haiying Dong Neil Dorans Sherman Dorn Emily Duvall Donald Easton-Brooks Pamela Eddy Jacqueline Edmondson D. Brent Edwards Jr. Tamela Eitle Jennifer Engle Kerry Englert Oscar Espinoza Kris Ewing Osmar FÁvero Nalu Farenzena Karen Febey Jason Feld RaimundoFernández José Fernández Maria Clara Fischer Rosa Fischer Samara Foster Teresa Foulger Doug Fuchs Marco Fuentes Gerald Galway Amy Gaumer Erickson Sean Geary Sara Goldrick-Rab Harvey Goldstein Rebecca Goldstein Andrea Golloher Alfredo Gomes Laura Gomez Rosa Elsa GonzÁlez Ramirez Leslie Gonzales Cecilia Goulart Andrea Gouveia Cassandra Guarino Edmund Hamann Amani Hamdan Mery Hamui Michael Harris Douglas Harris Juliet Hart Tiffany Harvey Careli Herrera Jennifer Holme Hee Kyung Hong Caroline Hoxby Russanne Hozayin Allison Hurst Hokyu Hwang Alvaro Hypolito Jennifer Imazeki Francesc Imbernón Muñoz Catalina Inclan Timothy Ireland Oscar Jimenez-Castellanos Eugene Judson Thomas Kane Gibbs Kanyongo Zorka Karanxha Michael Kirst Lisa Kirtman Robert Knoeppel Michal Kurlaender Andrà LÁzaro Frankie Laanan Brian Lagotte Arturo Lahera SÁnchez Robert Lake Estela Larraguivel Stephen Lawton Yengny Laya Mariana Leal Cecilia Leal-Covey John Lee Moosung Lee Jaekyung Lee Denise Leite Karen Levesque Benjamin Levin Daniel Levy Stacey Long-Genovese Alice Lopes Francesca Lopez Samuel Lucas Antonio Luevano Alberto Luis Gomez Allan Luke Márcia Lunardi-Lazzarin David Lustick Antonio Luzan Reitu Mabokela Martha MacIver Elizabeth Macedo Maria Machado Robert Macmillan Jeffrey Maiden Jefferson Mainardes Susan Maller Paul Manna Gregory Marchant Lou Mariano Patricia Marin Jaume Martínez Bonafé Pablo Martínez Riquelme María Jesús Martínez Usarralde Wendy Martin Maria Martinez-Cosio Mirian Martins Sarup Mather William Mathis Jennifer McCombs Tristan McCowan Patrick McGuinn Lee McIlroy Ezella McPherson Patrick McQuillan Jay Meeks Débora Mello Pilar Mendoza Deanna Michael Roslyn Mickelson Abby Miller Maria Angélica Minhoto Rick Mintrop Yongmei Ni Sharon Nichols Ann Nielsen Peter Ninnes Silvia Nogueron-Liu Pedro Nuñez Leila Nunes Colleen O’Brien Matthew Ohlson Jane Paiva Sarah Polasky Amanda Potterton Susan Printy José Luis Ramírez Marise Ramos Lilian Ramos Paula Razquin Anabelle Reta Carols Riadigos Rita Ribes Ginette Roberge Sarah Robert Emily Robertson Melissa Roderick José Rodriguez Juan Rodríguez M. Felicity Rogers-Chapman Sam Rohr Anthony Rolle Claudia Romero Russell Rumberger Damián Sánchez Françcoise Salager-Meyer Jose Salazar Zegers Terry Salem Sandra Sales Kenneth Saltman Armando Santuario Colin Savage Marika Savukoski Sonia Schneider Daniel Schugurensky Suzana Schwertner Jennifer Shea Paulo Vinicius Silva Michael Silver Luciene Simões Pep Simo Russell Skiba Michael Skolnik John Slate Finbarr Sloane Donaldo Souza Ivone Souza Ãngelo Souza Donaldo Souza Eleanor Spindler Jorge Stack Amy Stambach Monica Stigler Rolf Straubhaar James Stronge Lisa Stulberg Amy Subert Gail Sunderman Johnny Sung JonathanSupovitz Dennis Swender Manuel Tavares Daiane Tavares Catherine Taylor Cathryn Teasley Amy Topper Tina Trujillo Mun Tsang Marika Tsolakis Shivali Tukdeo Alia Tyner-Mullings Angeles Valle Flores Jacques van der Meer Joke Vandenabeele Charles Vanover Miriam Vargas Julian Vasquez Heilig Soledad Vazquez Robert Verhine Marcos Villela Pereira Geruza Volpe Claudia Vovio Cally Waite Federico Waitoller Florian Waldow CÁtia Walter Kevin Welner Jacob Werblow FlÁvia Werle Keith Wetzel David Whale Ed Wiley Mia Williams Pia Wong Sissy Wong Kenneth Wong Rebecca Zwick |
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Posted: 2013-12-20 |
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Deadlines for EPAA/AAPE’s special call for papers are fast approaching. Posted: 2012-07-26 |
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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 21st Century
Research papers exploring the role of community colleges in the 21st 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 21st Century
Research papers exploring the role of social pedagogy in the 21st 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 |
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Posted: 2012-07-26 |
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EPAA/AAPE Call for papers for four special issues Posted: 2012-06-03 |
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Dear Readers, Education Policy Analysis Archives (EPAA/AAPE) announces the call for papers for four special issues: |
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Posted: 2012-06-03 |
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