Call for Papers: Policy Implementation as an Instrument to Achieve Educational Equity in the Community College Context

Posted: 2020-02-12

Topics: Education Policy Implementation; Educational Equity; Community College

Guest Editors: Eric R. Felix ( and H. Kenny Nienhusser (

300-500-word abstracts due: March 27, 2020

Posted: 2020-02-12 More...


Posted: 2019-05-14

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)


Posted: 2019-05-14 More...

Call For Papers: Policies and Practices of Promise in Teacher Evaluation

Posted: 2019-04-17

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.


Posted: 2019-04-17 More...

CFP DEADLINE EXTENDED TO JUNE 15: Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements

Posted: 2019-04-11

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

Posted: 2019-04-11 More...

CFP/Chamada Dossiê: Educação e Povos Indígenas - Identidades em Construção e Reconstrução

Posted: 2019-04-01

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

Posted: 2019-04-01 More...

2018 Annual Report

Posted: 2018-12-31
EPAA/AAPE 2018 Year in Review  
Posted: 2018-12-31 More...

CFP/Chamada Dossiê: Politicas Públicas em Educação Especial em Tempos de Ditadura

Posted: 2018-12-12

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

Posted: 2018-12-12 More...

Call for Papers: Understanding Policy Networks

Posted: 2018-12-05

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

Posted: 2018-12-05 More...

Call for Papers: Standards and Competency Frameworks for School Administrators: Global, Comparative and Critical Perspectives

Posted: 2018-08-14

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


Posted: 2018-08-14 More...

Call for Papers: Policies for Management of Compulsory Public Education in Ibero-America

Posted: 2018-06-19

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


Posted: 2018-06-19 More...

Call for Papers: Globalization, Privatization, Marginalization: Assessing Connections and Consequences in/through Education

Posted: 2018-06-14

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

Posted: 2018-06-14 More...

Call for Papers: The Construction of Knowledge in Higher Education Studies: A Southern Perspective

Posted: 2018-03-20

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

Posted: 2018-03-20 More...

Call for Papers: Edtech and the Policies of Human Formation

Posted: 2018-01-23

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

Posted: 2018-01-23 More...

2017 Annual Report

Posted: 2017-12-20

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.


Audrey Amrein-Beardsley

EPAA/AAPE Lead Editor

Posted: 2017-12-20 More...

Call for Papers: Management and Management Policies in Lusophone Countries

Posted: 2017-08-22

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.

Posted: 2017-08-22 More...

Chamada Dossiê (CFP) Colonialidade e Pedagogia Decolonial

Posted: 2017-08-08
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.  
Posted: 2017-08-08 More...

Call for Commentaries: Redesigning Assessment and Accountability

Posted: 2017-08-01

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)

Posted: 2017-08-01 More...

Call for Papers: Rethinking Education Policy and Methodology in a Post-truth Era

Posted: 2017-07-12
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.  
Posted: 2017-07-12 More...

2016 Annual Report

Posted: 2016-12-19

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.


Audrey Amrein-Beardsley

EPAA/AAPE Lead Editor

Posted: 2016-12-19 More...

Call for Papers: Global Perspectives on High-Stakes Teacher Accountability Policies

Posted: 2016-08-22
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.  
Posted: 2016-08-22 More...

Call for Papers: Navigating the Contested Terrain of Teacher Education Policy and Practice

Posted: 2016-07-05

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. 


Posted: 2016-07-05 More...

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

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. 

Posted: 2016-06-07 More...

Call for Papers: School Diversification and Dilemmas across Canada in an Era of Education Marketization and Neoliberalization

Posted: 2016-03-10
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.  
Posted: 2016-03-10 More...

2015 Annual Report and Upcoming Changes

Posted: 2015-12-22
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.  
Posted: 2015-12-22 More...

Call for Papers: Special Issue on English Language Teaching in Public Primary Schools in Latin America

Posted: 2015-10-20
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  
Posted: 2015-10-20 More...

EPAA Farewell and Welcome

Posted: 2015-09-01
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
Twitter: @epaa_aape
Posted: 2015-09-01 More...

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

Posted: 2015-07-01

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. 

Posted: 2015-07-01 More...

Call for Papers: Education for Global Citizenship: Democratic Visions and Future Directions

Posted: 2015-01-26
Call for Papers:  Education for Global Citizenship: Democratic Visions and Future Directions
Guest Editor: Dr. John P. Myers, Florida State University,
Posted: 2015-01-26 More...

A Special Thanks to our 260 V22-2014 Reviewers

Posted: 2014-12-21

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


Posted: 2014-12-21 More...

Annual Summary EPAA/AAPE Volume 22 (2014)

Posted: 2014-12-15

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

Posted: 2014-12-15 More...

Call for Papers: Knowledge Brokers in Education

Posted: 2014-12-09
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.  
Posted: 2014-12-09 More...

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

Posted: 2014-07-29

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 ( 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) ( y Analía Inés Meo, CONICET e Instituto de Investigaciones “Gino Germani” (Universidad de Buenos Aires) (

Posted: 2014-07-29 More...

Call for Papers: Examining Teach For America

Posted: 2014-07-15

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:  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 ( and Janelle Scott, University of California Berkeley (

Posted: 2014-07-15

Call for Papers: Teach For All and Global Teacher Education Reform

Posted: 2014-05-29

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 JournalCelebrating 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: 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 ( and Rolf Straubhaar, University of California – Los Angeles (

Posted: 2014-05-29

Call for Papers: Models of Open Education in Higher Education

Posted: 2014-04-24

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 JournalCelebrating 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: 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,

Cynthia Jimes, Institute for the Study of Knowledge Management in Education,

Please also cc on all correspondence.

Posted: 2014-04-24

Annual Report volume 21 (2013)/a special thanks to our volume 21 (2013) reviewers!

Posted: 2013-12-20

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)


  • 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



% Visits

United States












United Kingdom


















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 aprendizagemEditoras 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


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


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


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

Posted: 2013-12-20

Deadlines for EPAA/AAPE’s special call for papers are fast approaching.

Posted: 2012-07-26

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 ( and Amelia M. Topper (


  • 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 ( and Dr. Elaine Chin (


  • 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 ( and Michael Silver (


The EPAA/AAPE Editorial Team

Posted: 2012-07-26 More...

EPAA/AAPE Call for papers for four special issues

Posted: 2012-06-03

Dear Readers,

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

Posted: 2012-06-03 More...
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