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Vol. 29 No. January - July (2021)

Published: Aug 17, 2021

From the monologue to the dialogue of knowledge? An epistemological and pedagogical reflection on the incorporation of traditional Indigenous knowledge within Mexico´s intercultural education system

Carlo Rosa

Basic education planning in Spain 1978-2016: Concepts, laws and models

Donaldo Bello de Souza

Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?

Christine Montecillo Leider, Michaela Colombo, Erin Nerlino

Does the scholarship make a difference? An analysis of the academic performance of undergraduate students in the business area

Vitor Hideo Nasu, Maiara Sasso

The legitimation of privilege in Chilean elite schools: From social responsibility to the discourse of merit

Tomas Ilabaca Turri

The long-term effect of competition on public school achievement: Evidence from the Indiana Choice Scholarship Program

Yusuf Canbolat

Making it official: The institutionalization of the hegemony of English

David G. Nieto

Sustainable development and higher education institutions: A challenge to fulfill

Raquel Fleig, Iramar Baptistella do Nascimento, Mario Sergio Michaliszyn

Barriers to the integration of sustainability in the Spanish university curricula

Leire Guerenabarrena-Cortazar, Jon Olaskoaga-Larrauri, Ernesto Cilleruelo-Carrasco

Local references of educational quality: A comparative study with Sobral/CE and Oeiras/PI trajectories

João César da Fonseca Neto, Geraldina Vicente Sol, Renato de Oliveira Brito

Educational policies and gender training in the master’s of primary education at Spanish universities

Encarna Bas-Peña, Victoria Pérez-de-Guzman, Sara Celorrio Moreno

How teacher rotation in Japanese high schools affects the clustering of teacher quality: Comparing the distribution of teachers across public and private education sectors

Ryan Seebruck

Understanding democratic education policy queerly: Toward a queer democratic framework

Bethy Leonardi, Michele S. Moses

The mirage of conciliation: Difficulties and strategies for the organization of daily routines for families with children in primary education in Galicia

Laura Varela Crespo, Rita Gradaílle Pernas

Educational public policy during the pandemic: Comparative study of Mexico and Ecuador

Angel Torres-Toukoumidis, Sonia Esther González-Moreno, Fernando Pesántez-Avilés, Juan Cárdenas-Tapia, Herik Germán Valles-Baca

The school paths of children and youth in residential care at the Portuguese public school

Daniela Ferreira, Ariana Cosme

Open days: The public presentation of schools

Rafael Feito Alonso, Javier Rujas Martínez-Novillo, Alberto Sánchez Rojo

Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

Manini Ojha, Mohammad Arshad Rahman

The plot of the curricular change in the universities: A reconstruction of biology and physics in Uruguay at the end of the 20th century

Carolina Cabrera Di Piramo, Silvina Cordero Protto

Teaching as a profession: The portfolio as a teacher education device and policy during supervised internship in physical education

Regina Zanella Penteado, Samuel Souza Neto

Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico

Susan Ledger, Alfred Masinire, Miguel Angel Díaz Delgado, Madeline Burgess

Science, power and regimes of truth in access to teaching profession academic texts

Héctor Monarca

The temporary teachers’ hiring policy in the municipal educational system of Cametá (Pará, Brazil, 2013–2020)

Ariel Feldman, Daihana Maria dos Santos Costa

The value of student feedback in open forums: A natural analysis of descriptions of poorly rated teachers

Carlos Valcarcel, Jeffrey Holmes, David C. Berliner, Mari Koerner

The “transitional moment” of Chilean education: The Comisión Nacional para la Modernización de la Educación (1994-1995)

Sebastián Neut Aguayo

Autism spectrum disorder (ASD): From public policies to evidence-based practices

Débora Nunes, Carlo Schmidt, Francisco de Paula Nunes Sobrinho

Teacher attrition: Human capital and terms of employment – Do they matter?

Rinat Arviv Elyashiv, Yael Navon

To whom does the moon belong? Some history on the debate about dance within Brazilian schools during the last 20 years

Silvia Camara Soter da Silveira, Monique Andries Nogueira

Political will for inclusive and equitable education: Analyzing its meaning over time

Leire Darretxe Urrutxi, María Alvarez Rementería, Israel Alonso Saez, Nekane Beloki Arizti

Innovation to what end? Exploring the dynamic landscape of Texas teacher preparation pathways

Andrene J. Castro, Wesley L. Edwards

School managers as street-level managers: A typology of principals in Brazilian municipal schools

Catarina Ianni Segatto, Marina Katurchi Exner, Fernando Luis Abrucio

The educational policy of democracy in Spain (1978-2019): Schooling, Church-State conflict, and quality of education

F. Javier Merchán Iglesias

Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks

Elizabeth Leisy Stosich, Thomas Hatch, Kathryn Hill, Rachel Roegman, David Allen

Predictors of success in the didactic-pedagogical organization of higher education: Meta-evaluation of the reports of the commissions

Cleber Augusto Pereira, Joaquim Filipe Ferraz Esteves Araújo, Maria de Lourdes Machado-Taylor

Collaborative research in the doctorate: Benefits and challenges from a case study

Irene López Secanell, Georgina Llobet Bernaus, Quim Bonastra Tolós, Glòria Jové Monclús

Taxonomy of grading practices in the University of Puerto Rico at Bayamón, 1995-96 to 2015-16

Horacio Matos-Diaz

Perceptions of classroom quality and well-being among Black women teachers of young children

Erica B. Edwards, Nicole Patton Terry, Gary Bingham, Jeremy L. Singer

Challenges of teachers of basic technical and technological education in Brazil

Celia Tanajura Machado, Liliana Soares Ferreira, Taise Tadielo Cezar

How much are universities engaged with their social responsibility?

Maria Belén Arias Valle, Jasmina Berbegal-Mirabent, Frederic Marimon-Viadiu

What if we name voice to every minuscule difference? Putting inclusion in check: Empirical routes of voice from the social model of disability

Kyuttzza Gómez-Guinart, Marta Infante Jaras

Uncovering whiteness as discourse: A critical discourse analysis of the in-state resident tuition debate for undocumented students in Texas

Nicholas Tapia-Fuselier, Veronica A. Jones, Clifford P. Harbour

Transition to high school: Policy management of flow correction and educational trajectories

Maria de Fatima Magalhaes de Lima, Cynthia Paes de Carvalho

The student profile of the professional master’s degree in public administration in the Brazilian national network: An analysis of expectations and motives

Dênis Ester Lamas, Vânia Aparecida Rezende, Fabrício Molica de Mendonça

Incidence of socioeconomic school segregation on academic performance A study from Peru

F. Javier Murillo, Sandra Carrillo

Racial integration through two-way dual language immersion: A case study

Elizabeth M. Uzzell, Jennifer B. Ayscue

Best practices and performance of municipal elementary schools in Ceará: Analysis of school management efficiency

Felipe Furlan Soriano, Alexandre Pereira Salgado Junior, Juliana Chiaretti Novi, Diogo Furlan Soriano, Perla Calil Pongeluppe Wadhy Rebehy

Status and problems of qualitative research in education: Divulgation, research and access of university teaching staff

Manuel Fernández-Navas, Noelia Alcaraz-Salarirche, Laura Pérez-Granados

Faculty attitudes toward technology-driven instruction in developmental mathematics

Jenna W. Kramer, Stephany Cuevas, Angela Boatman

Does Texas’ compensatory education funding get to the intended students?

Laurence A. Toenjes

Varieties of academic capitalism: A conceptual framework of analysis

Jose Joaquin Brunner, Julio Labraña, Emilio Rodríguez-Ponce, Francisco Ganga

Publicly subsidized private schools in developing countries: Lessons from Colombia

Claudia Diaz Rios, Nathalia Urbano Canal

Educational policies and Chilean civic-military dictatorship (1973-1990): The process of neoliberal and authoritarian transformation of teachers’ training and workspaces

Felipe Zurita

ICT in the design of educational policies. The case of Mexico

María Cristina López de la Madrid, Katiuzka Flores Guerrero, Cecilia Tejeda Mercado

“Boots on the ground”: The authority-power dynamic of regional service centers in standards-based reform

Katie Pak, Jillian McLaughlin, Erica Saldivar Garcia, Laura M. Desimone

Migration and education: A study on the invisibilization of the migrant in Brazilian and Federal District educational policies

Rodrigo Matos-de-Souza, Twila Lazarini, José González-Monteagudo, Jose María Barroso-Tristán

A historical perspective on the uses and meanings of the concept of quality in Chilean school policies

Carmelo Galioto, Rodrigo Henríquez Vásquez

School autonomy at the service of educational success for all

Noelia Ceballos López, Ángela Saiz Linares

How does Teach For America engage its alumni politically? A case study in Detroit

Jeremy Singer, T. Jameson Brewer

Discursive tendencies in learning within contemporary Brazilian pedagogy

Maura Corcini Lopes, Deise Andreia Enzweiler

Policies for training lower secondary education teachers: Changes, inertia, absences, and challenges. The case of the Escuela Normal Superior de México, 1983-2020

Rosalina Romero Gonzaga

Professional graduate programs: History, objectives, and tendencies

Philippe Drumond Vilas Boas Tavares, Cezar Luiz De Mari, Lucídio Bianchetti

In the name of integrality and living in harmony: Genealogy of student counseling departments in Ecuador

Diego Palacios Díaz, Felipe Hidalgo Kawada

Education populism? A corpus-driven analysis of Betsy DeVos’s education policy discourse

Michael Ian Cohen

Teaching with an attitude: How effective has citizen education been in Chile?

Rodolfo Disi Pavlic, Roberto Mardones

Generic competences self-reported by Brazilian university students

Priscila Larangeira Carvalho, Fernanda Ribeiro de Araújo, Rodolfo Eduardo Scachetti, María Jesús Freire Seoane, Nancy Ramacciotti de Oliveira-Monteiro

“The school that I seek, the school that I offer”: Contents and rationalities of the educational offer of the Chilean school market

Cristian José Oyarzún Maldonado

Education faculty as knowledge brokers: Competing for access to New York State print media and policy influence

Gary Anderson, Nakia M. Gray-Nicolas, Madison Payton

Two sides of the same coin: Social representations of academic freedom in higher education in Brazil

Bruno Eduardo Slongo Garcia, Pedro Chapaval Pimentel, Jane Mendes Ferreira

Admission and academic selection at upper secondary school in Mexico

Jimena Hernández-Fernández

The contribution of the university to improve academic work of postgraduate professors

Ana Hirsch Adler

Reform ripples: The role of recontextualization in scaling up

Tali Aderet-German, Adam Lefstein

Curriculum of ethnic-racial relations at a faculty of dentistry

Fabricio de Medeiros Melo, Jorge Luís de Souza Riscado

Incidence of personal and contextual factors on the use of technological resources by students in Latin America

Sara Cebrián-Cifuentes, Gonzalo Almerich, Jesús Suárez-Rodríguez, Francesc Pedró

Going left or right? A study of the policy rationale of the Chilean center-left coalition Concertación in Education

Alejandra Falabella

School trajectories of adolescents in conflict with the law: Systematic and integrative review

Francisca Vieira Lima, Sonia Maria Chaves Haracemiv

Analysis of quota policies in state public universities in the state of Paraná/Brazil, according to the Policy Cycle

Andreliza Cristina de Souza, José Carlos Rothen

Critical policy scholarship in education: An overview

Tebeje Molla

The impact of the Asignación Universal por Hijo Program on educational outcomes and student tasks in Argentina

Monserrat Serio, Martina Herrera

Policy implementation as a tool for advancing equity in community college

Ángel de Jesus Gonzalez, Luz Burgos-López, Eric R. Felix, H. Kenny Nienhusser

Will college promise programs improve or reduce equity? Understanding the contextual conditions that influence program implementation

Laura W. Perna, Jeremy Wright-Kim, Elaine W. Leigh

Unpacking implementation capacity and contexts for degree reclamation strategies: What factors move the equity needle?

Jason Taylor, Paul Rubin, Sheena Kauppila, Leanne Davis

Opportunity for all? The differential impacts of North Carolina’s revised comprehensive articulation agreement by race/ethnicity

Rachel E. Worsham, Melissa Whatley, Jonathan E. Loss

The influence of policy implementation in the Midwest: How an SSTEM program broadens participation and enhances engineering identity for community college students

Sarah L. Rodriguez, Maria L. Espino, Brian D. Le, Kelly Cunningham

For Latinx, by Latinx: Race-conscious leadership in policy implementation

Eric R. Felix

Striving for Social Justice and Equity in Higher Education

Introduction: Striving for social justice and equity in higher education

Irina Okhremtchouk, Caroline Turner, Patrick Newell

Racial and ethnic diversity in higher education: White privileged resistance and implications for leadership

Lidyvez Sawyer, Roberta Waite

Leading at the crossroads: Understanding how identity influences presidential communication for Black community college presidents

Jon McNaughtan, Bryan K. Hotchkins

“It’s a sea-change”: Understanding the role the racial and socio-political climate play on the role-shift of the American college presidency

Tenisha Tevis

On diversity, identity and socialization: Inequality of educational outcomes

Caroline Sotello Viernes Turner

Examining the continuum of Black student leadership: From community to college and beyond

Bryan Hotchkins, Jon McNaughtan

More than learning English? The impact of university intensive English language program attendance on international student academic achievement

Adam T. Clark, Dianna Lippincott, Jeongeun Kim

School, university and community collaboration to promote equity through inclusive cultural competence

Tammy Ellis-Robinson, Jessica Wayde Coles

International Migration and the Right to Education

International migration and the right to education: Challenges for facing inequalities in education systems policies

Ana Lorena Bruel, Isabelle Rigoni, Maïtena Armagnague

The challenge of social inclusion, beyond school: Tensions and deficiencies in the integration policies of migrant girls and boys in Spain

Paula Estalayo, Raquel Miño Puigcercós, Laura Malinverni, Pablo Rivera-Vargas

Migration of international students to Chile: Challenges of the new public education

Jorge Alarcón-Leiva, Catalina Gotelli-Alvial

Implementation of educational policies for migrants: A case study in the Swiss canton of Geneva

Barbara Fouquet-Chauprade, Julia Napoli

Migrant and refugee students’ right to linguistic education: Sociopolitical, sociolinguistic and educational reflections on Brazilian and German cases

Tatyana Friedrich, Sílvia Melo-Pfeifer, Bruna Ruano

Reactions and approaches of educational policies to migratory flows: A comparative review of the cases of Chile and Catalonia

Gabriela Quezada, Pablo Rivera-Vargas, Carla Fardella

An impossible public problem or the paradox of activist resistance: Unwillingly depoliticizing immigrants’ schooling in France

Thomas Douniès

Family and institutional narratives on barriers accessing schools in migrant families: A case study in Spain

Carlos Lubián

Myths and facts about the inclusion of immigrant students in Chilean classrooms: The case of writing

Denisse Gelber, Natalia Ávila Reyes, María Jesús Espinosa, Rosario Escribano, Javiera Figueroa Miralles, Carolina Castillo

Migration and asylum in global education policies and debates: An approach to the discourses on mobilities and its subjects

Giovanna Modé Magalhães, Flavia Schilling