Recent Articles


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...

Thinking about the human right to education
Aline Cristina de Lima Dantas, Inês Barbosa de Oliveira, Jane Paiva
Thinking about the human right to education and its implementation, or not, in different educational “spaces-times” requires the investigation of “policies-practices”, in search of evidence of contribution to social emancipation that could be produced in them. With this methodical understanding of how to investigate the human right to education, the text aims to discuss ideas produced by...

Novice middle school teachers’ preparedness for teaching, and the helpfulness of supports: A survey of one state
Bradford Chaney, Henry Braun, Frank Jenkins
Novice teachers’ readiness for teaching may affect the quality of the classroom environment and teachers’ likelihood of remaining in teaching. Using a survey of novice teachers in one state, we examine teachers’ preparedness for teaching, the supports offered, and the perceived helpfulness of those supports. Even novice teachers often had some type of prior experience: particularly substitute...

A protopia for the Brazilian university
Naomar Almeida-Filho, Luis Eugenio Souza
From a historical-critical perspective and based on the semantic series utopia-atopy-dystopia-protopy, we analyse the “Future-se”, a project presented by the Ministry of Education of Brazil for the reform of federal universities. From this perspective, firstly, we propose the characterization of two distinct models of the university, which emerged at the moment of the consolidation of the...

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