Article Metrics
Metrics powered by PLOS ALM
ISSN 1068-2341
EPAA/AAPE 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 EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Paul G. Fitchett
University of North Carolina at Charlotte
United States
Paul Fitchett is Associate Professor of Teacher Education at the University of North Carolina at Charlotte Cato College of Education. In addition, he serves as the graduate director for the PhD in Curriculum and Instruction program. His research focuses on the intersections of teacher working conditions, education policy, and student learning outcomes with a particular focus on the social studies. His scholarship has been published in Theory and Research in Social Education, Teachers College Record, and Education Policy. He has also co-edited two books including the forthcoming title, Social Studies in the New Educational Policy Era: Conversations on Purposes, Perspectives, and Practices.
Tina L. Heafner
University of North Carolina at Charlotte
United States
Tina Heafner is Professor of Teacher Education at the University of North Carolina at Charlotte Cato College of Education. Her administrative responsibilities include directing the College of Education Prospect for Success, M.Ed. in Secondary Education and the Minor in Secondary Education. Tina is the Vice-President-elect of the National Council for the Social Studies (NCSS) and serves as Past-Chair of the Executive Board of the NCSS College and University Faculty Council. Her research focuses on technology-mediated and online learning, content literacy and disciplinary inquiry, education policy and student learning outcomes with a particular focus on the social studies. Her scholarship has appeared in the Journal of Technology and Teacher Education, High School Journal, Theory and Research in Social Education, Teachers College Record, and Education Policy. She has also co-edited four books and co-authored eight books with her most recent title Beginning Inquiry in US History: Short Texts for Inexperienced Readers.
Richard G. Lambert
University of North Carolina at Charlotte
United States
Richard Lambert is a Professor in the Department of Educational Leadership in the Cato College of Education at the University of North Carolina at Charlotte, Director of the Center for Educational Measurement and Evaluation, and Editor of NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field. His research interests include formative assessment for young children, applied statistics, and teacher stress and coping. His research has appeared in Educational Policy Analysis Archives, Early Childhood Research Quarterly, and the Journal of Applied Measurement, among other outlets.
The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).
If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.
Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.