EDUCATION POLICY ANALYSIS ARCHIVES

2020 IN RETROSPECT

Dear Colleagues,

 

Despite the uncertainty and difficulties of this unprecedented year, EPAA/AAPE rose to the challenge. In 2020, the journal published a record number of articles and received a record number of submissions. These achievements, and those listed below, are possible due to the whole EPAA/AAPE community – editors, authors, reviewers, and readers. Thanks to you, EPAA/AAPE remains an important conduit for rigorous, relevant, and inclusive scholarship on education policy, as well as a much-needed voice for diversity and inclusion within education.

 

Please join us in celebrating some of this year’s highlights:


OPEN ACCESS & EQUITY

In 2020, we published 189 peer-reviewed articles and commentaries and 16 video commentaries, at no cost to readers or authors. The authors of 8 of these works also made their published versions accessible through translations. Throughout the year, EPAA/AAPE articles collectively were viewed over 1,000,000 times.

In June 2020, EPAA/AAPE was also awarded the Directory of Open Access Journals (DOAJ) Seal, for its demonstration of best practice in open access publishing.


COLLABORATION & DIVERSITY

In 2020, EPAA/AAPE’s editorial teams, representing 6 countries, worked with almost 450 authors and over 400 reviewers to bring education policy research to over 12,000 readers in three languages: English, Portuguese, and Spanish. We expanded our editorial teams across languages and added new Corresponding Editor roles for Latin America, North America, and Spain.

 

We enthusiastically welcome the following new Associate Editors:

 

Andréa Barbosa Gouveia, Universidade Federal do Paraná, Brazil

Sheizi Calheira de Freitas, Federal University of Bahia, Brazil

Gabriela de la Cruz Flores, Universidad Nacional Autónoma de Mëxico, Mexico

Carmuca Gómez-Bueno, Universidad de Granada, Spain

Carolina Guzmán-Valenzuela, Universidad de Tarapacá, Chile

Danah Henriksen, Arizona State University, United States

Cesar Lorenzo Rodriguez Uribe, Universidad Marista de Guadalajara, Mexico

Antonia Lozano-Díaz, University of Almería, Spain

Sergio Gerardo Málaga Villegas, Instituto de Investigación y Desarrollo Educativo-Universidad Autónoma de Baja California (IIDE-UABC), Mexico

Maria Margarida Machado, Federal University of Goiás / Universidade Federal de Goiás, Brazil

María Teresa Martín Palomo, University of Almería, Spain

Keon McGuire, Arizona State University, United States

María Fernández Mellizo-Soto, Universidad Complutense de Madrid, Spain

Tiburcio Moreno, Autonomous Metropolitan University-Cuajimalpa Unit, Mexico

Maria Veronica Santelices, Pontificia Universidad Católica de Chile, Chile

 

We also recognize the following Corresponding Editors for their role in coordinating editorial work in Portuguese and Spanish languages:

 

Coordinating Editors (Spanish/Latin America): Ignacio Barrenechea, Universidad de San Andrés, Argentina, and Ezequiel Gomez Caride, Universidad de San Andres, Argentina

Coordinating Editor (Spanish/North America): Armando Alcantara Santuario, Instituto de Investigaciones sobre la Universidad y la Educación (UNAM), Mexico

Coordinating Editor (Spanish/Spain): Antonio Luzon, University of Granada, Spain

Coordinating Editors (Portuguese): Marcia Pletsch, Universidade Federal Rural do Rio de Janeiro, Brazil, and Sandra Regina Sales, Universidade Federal Rural do Rio de Janeiro, Brazil


INNOVATION & INCLUSION

In 2020, EPAA/AAPE articles covered cutting-edge topics, including special issues on policies and practices in teacher evaluation, management of compulsory public education, work issues in higher education, Indigenous education, and social network analysis of education policy. These special issues include:

 

  • The Work in Higher Education, guest edited by Deise Mancebo, Kátia Maria Teixeira Santorum, Carla Vaz dos Santos Ribeiro, and Denise Bessa Léda
  • Policies for the Management of Compulsory Public Education in Ibero America, guest edited by Ângelo Ricardo de Souza, Sebastián Donoso Diaz, and Joaquín Gairin Sallán
  • Policies and Practices of Promise in Teacher Evaluation, guest edited by Audrey Amrein-Beardsley
  • Indigenous Education and Peoples: Constructing and Reconstructing Identities (Parts 3 & 4), guest edited by Kaizo Iwakami Beltrao and Juliane Sachser Angnes
  • Researching 21st Century Education Policy Through Social Network Analysis, guest edited by Emiily Hodge, Joshua Childs, and Wayne Au


IMPACT & QUALITY

In 2020, EPAA/AAPE remained #3 in education policy journals overall and #1 in open access education policy journals, according to Google Scholar. EPAA/AAPE articles collectively have been cited over 7,000 times since 2015.

For a full description of updated metrics, rankings, and other indicators of quality and impact, please see EPAA/AAPE’s Statement of Impact.


JOIN US

Thank you for your support, and we look forward to working with you in 2021!

If you have not published with us yet, consider submitting a manuscript or special issue topic.

If you have not reviewed for us, sign up to be a reviewer.

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