Recent Articles


Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context
Raquel Muñiz
Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the programs’ governing policies do not include language acknowledging the importance of SEL to student...

“Women in men’s fields”: Gender discourses in secondary vocational schools
Maria Paola Sevilla, Francisca Carvajal
In secondary vocational technical education (VET) there is a strong gender segmentation between different fields of study linked to different status and salaries. In particular, women are a minority in trade schools in which the structures and cultures reinforce the masculine image of the professions. Based on 19 interviews conducted in six schools from three regions of Chile, this article...

System of management indicators for multidisciplinary educational projects
Flavia Eizerik, Ângela de Moura Ferreira Danilevicz, Istefani Carísio de Paula
This paper aims to propose a system of indicators for managing Multidisciplinary School Projects (MultiSP) as a support for decision making in schools wishing to implement this type of educational project. To this end, a survey was conducted with 51 private elementary and high schools in Brazil to identify best practices regarding MultiSPs. The elements that made up this survey were obtained...

An integrative approach to professional development to support college- and career- readiness standards
Katie Pak, Laura M. Desimone, Arianna Parsons
Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district...

Social impact bonds in São Paulo’s state public school system: New modality of public-private partnership in Brazil: Commentary
Sergio G. Lazzarini
This article provides comments to the paper by Cássio, Goulart e Ximenes (2018), which analyzes the technical and ethical bases of the social impact bond developed in the context of the Department of Education of the State of São Paulo, Brazil, which went to public consultation in 2017. Based on facts and on the relevant technical literature, the comments raise several critical issues related...

Effects of the evaluation and accreditation processes on academics. A case study of a Colombian higher education institution
Nelcy Suárez-Landazábal, Angélica Buendía
The implementation of public evaluation and accreditation policies by Colombian higher education institutions, suggests the imminent adoption of a new university model that introduces market logic and modifies their substantive functions, which has a direct effect on the role of academic actors, without evident resistance to internalizing a new form of institutional life. This study applies a...

Mentoring beginning teachers. Analysis and results of an induction program
Carlos Marcelo, María Altagracia López Ferreira
The induction of beginner teachers into teaching has been a theme present in educational research for decades. To help beginner teachers overcome their problems and learn the language of practice, education systems have established what has been called teaching induction programs. Education systems in Latin America have incorporated teaching induction later than the rest of the more developed...

Emergency certified teachers’ motivations for entering the teaching profession: Evidence from Oklahoma
Tyler J. Mobra, Daniel E. Hamlin
The use of emergency certification to fill teaching vacancies has increased in many school districts across the United States. Prior research suggests that teachers’ underlying motivations for entering the profession are associated with student outcomes, but very little is known about the motivations of emergency certified teachers who enter the profession in a less systematic fashion than...

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