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Vol. 26 (2018)

Published: Jan 5, 2018

Reorganizing a countywide school district: A critical analysis of politics and policy development toward decentralization

Sarah Diem, Carrie Sampson, Laura Gavornik Browning

Equal educational policies in Spain. Gender equality in teaching studies

Teresa González-Pérez

Formation of teachers in Brazil: Courses and graduates

Mônica Cerbella Freire Mandarino, Kaizô Iwakami Beltrão

Is it possible to talk about “young potentiality?” Challenges and perspectives for thinking about contemporary youths

Indira Granda, Fabiana de Amorim Marcello

The politics of admission to the teaching career in Mexico: Results of an alleged suitability

Graciela Cordero Arroyo, Jose Alfonso Jimenez Moreno

The genesis of ProEMI from the cognitive perspective of public policies

Eliza Bartolozzi Ferreira

Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

Matthew A. M. Thomas, Nicole Mockler

The evolution of the academic profession in research universities in Chile

Daniela Veliz-Calderon, Daniel Theurillat, Victoria Paredes, Astrid Pickenpack

Teaching of ethics in public administration courses: An analysis from Pedagogical Projects of Course and the National Curricular Guidelines

Laís Silveira Santos, Mauricio C. Serafim, Marcello Beckert Zappellini, Silvia Maria Knabben Corrêa Zappellini, Martha Kaschny Borges

The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession

A. Chris Torres, Jennie Weiner

The library as space of cultural mediation and aesthetic education

Adair De Aguilar Neitzel, Cássia Ferri, Adeneri Nogueira de Borba

Tracking the educationalization of the world: Prospects for an emancipated history of education

Daniel Tröhler

Charter schools, parent choice, and segregation: A longitudinal study of the growth of charters and changing enrollment patterns in five school districts over 26 years

Doug Archbald, Andrew Hurwitz, Felicia Hurwitz

Peer-mediated intervention: Concept and implications for research and pedagogical practice of teachers of students with autism

Fabiane dos Santos Ramos, Daniele Denardin de Bittencourt, Síglia Pimentel Höher Camargo, Carlo Schmidt

What does the literature say about teaching methods for students with autism spectrum disorder? An integrative literature review

Mariana Queiroz Orrico de Azevedo, Débora R. P. Nunes

Use of extra-legal sources in amicus curiae briefs submitted in Fisher v. University of Texas at Austin

Patricia Marin, Catherine L. Horn, Karen Miksch, Liliana M. Garces, John T. Yun

Access to higher education: ProUni in focus

Vera Lucia Felicetti, Alberto F. Cabrera

Teaching and research in Colombia from the perspective of academic capitalism

Isabel C. Montes, Pilar Mendoza

Teacher perceptions of a new performance evaluation system and their influence on practice: A within- and between-school level analysis

Matthew Finster, Anthony Milanowski

Look at yourself: Concerning affectation as a key mechanism of curricular reform policies

Carla Andrea Villagran

Enrollment of students with disabilities in charter schools: Contemporary national and state level findings

Lucy Barnard-Brak, Marcelo Schmidt, M. Hassan Almekdash

Enrollment of special education students in a Brazilian public university

Kele Cristina da Silva, Sandra Martins Eli Sartoreto de Oliveira, Lúcia Pereira Leite

Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges

Eric R. Felix, Marlon Fernandez Castro

Affirmative action policies, people with disabilities and recognition of identities and differences in Brazilian higher education

Leonardo Santos Amâncio Cabral

Educational policies of teacher formation in focus: Changes and continuities

Elvira Cristina Martins Tassoni, Camila Mattos dos Reis

Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction

Timothy G. Ford, Angela Urick, Alison S. P. Wilson

The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States

Paul G. Rubin, James C. Hearn

Student retention and dropout in Higher Education in Latin America and the Caribbean: A systematic review

Felipe René Munizaga Mellado, María Beatriz Cifuentes Orellana, Andrés Jacob Beltrán Gabrie

Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era

Kim B. Wright, Samantha M. Shields, Katie Black, Manjari Banerjee, Hersh C. Waxman

The impact of a reform: Limitation of autonomy, narrowing of freedom, and erosion of participation

Miriam Prieto, Patricia Villamor

The relationship between test preparation and state test performance: Evidence from the Measure of Effective Teaching (MET) project

Hongli Li, Yao Xiong

Sustaining change towards racial equity through cycles of inquiry

Alicia C. Dowd, Román Liera

’68 beyond the Boreal Springs: Public representations of Brazilian university students in action

José Luis Hernández Huerta

The construction of the education researcher's ethos: The students’ perspective

Teresa Yurén, Luis Enrique García, Evelyn Moctezuma Ramírez, Silvia Briseño Agüero, Ana Esther Escalante

Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

Elizabeth J. Meyer, Andrea Somoza-Norton, Natalie Lovgren, Andrea Rubin, Mary Quantz

Gender equality and higher education: Challenges to be achieved in the European Union

María Matarranz, Eva Ramírez

The relationship between student funding policy and academic achievement of management students in Enade

Marcio Eduardo Garcia Bezerra, Monica Mota Tassigny

The effects of the Fund for the Improvement of University Quality on the National University of Córdoba

María Celeste Escudero

Policy centers and knowledge mobilization in the field of education in Argentina

Jorge M. Gorostiaga, Mariano I. Palamidessi, Claudia M. Aberbuj

Measuring opportunity: Redirecting education policy through research

Ryan H. Pfleger, Terri S. Wilson, Kevin G. Welner, Charles Bibilos

Challenges of the Colombian educational system for the implementation of the policy of prevention and eradication of child labor

Ingrid Anzelin, Jefferson Galeano Martinez, Ciro Hernando Parra Moreno

Impact of child labor on academic achievement for sixth graders in Latin America: Findings from TERCE

David Post

Forbes 30 under 30 in education: Manufacturing “edu-preneur” networks to promote and reinforce privatization/marketization in education

T. Jameson Brewer, Nicholas D. Hartlep, Ian M. Scott

Understanding site selection of for-profit educational management organization charter schools

Jin Lee

Vocational education in the Portuguese public secondary school: Perceptions of its main educational agents

Armando Esteves, Maria Luísa Frazão Branco

Basic education in Mexico: A comparative analysis of the educational models of 2011 and 2016

Cristina Araceli Cantú Leal, Alex Iván Arévalo Salinas, Reyna Lizeth Vázquez Gutierréz

Institutions, interests, ideas and actors: An analysis of Pronacampo based on a cognitive approach

Damiana de Matos Costa França, Nalú Farenzena

Effect of the double school day on the academic performance of Colombian students: An empirical analysis to inform the full day policy

Claudia Patricia Ovalle-Ramirez

Gaps in students’ performance in PISA: What explains Colombia’s difference from Finland and Chile?

Luz Karime Abadia, Gloria Lucia Bernal, Santiago Muñoz

Academic attraction programs: The cases of the Catedras Patrimoniales Subprogram in Mexico and the Prometeo Program in Ecuador

Claudia Pedone, Isabel Izquierdo

The ‘ivory tower’ as safe bet: Science policies and research evaluation in Mexico

Federico Vasen

Employability and professional development: What happens after graduation?

Márcia Roseli da Costa, Cássia Ferri

Seven school-related disasters: Lessons for policymakers and school personnel

Laura M. Stough, Donghyun Kang, Sungyoon Lee

Evaluation of the Program of Professional Education (PEP): The case of Minas Gerais, a State of Brazil

Tarrara Alves Horsth, Wesley de Almeida Mendes, Fernanda Gabriela Gandra Pimenta Magalhães, Bruno Silva Olher

Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy?

Melanie Bertrand, Rhoda Freelon, John Rogers

‘Good, deserving immigrants’ join the Tea Party: How South Carolina policy excludes Latinx and undocumented immigrants from educational opportunity and social mobility

Sophia Rodriguez

Market logic at school: Emerging intra-school competition between private and public STEM programmes in Israel

Adi Kaptzon, Miri Yemini

The effectiveness and equity of public-private partnerships in education: A quasi-experimental evaluation of 17 countries

Donald R. Baum

Propositions for teacher training in Accounting

Marcos Laffin, Cristina Hillen, Sandra Rolim Ensslin

BNCC and a practical past: Temporalities and the production of identities in history teaching

Nilton Mullet Pereira, Mara Cristina de Matos Rodrigues

Think tanks, policy networks and education governance: The rising of new intra-national spaces of policy in Portugal

Sofia Viseu, Luís Miguel Carvalho

Inequality is the goal: Socio-spatial implications of the Integral Teaching Program in the city of São Paulo

Eduardo Donizeti Girotto, Fernando L. Cássio

Body conceptions in Quality Indicators in Early Childhood Education (MEC–2009)

Ana Cristina Richter, Cristina Silveira Santos, Alexandre Fernandez Vaz

Are there long-term benefits from early childhood education in low- and middle-income countries?

M. Najeeb Shafiq, Amanda Devercelli, Alexandria Valerio

Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas

Jason L Taylor, Rui Yan

Incentivizing improvement or imposition? An examination of the response to gubernatorial school takeover and statewide turnaround districts

Richard O. Welsh, Sheneka M. Williams

Spanish educational legislation reforms during the current democratic period: A critical perspective

Vicente Llorent-Bedmar, Verónica Cobano-Delgado Palma

Gaps in persistence under open-access and tuition-free public higher education policies

Cecilia Adrogue, Ana María García de Fanelli

Market policies in the public construction of citizenship

L. Belén Espejo Villar

Committing to comprehensive sexuality education for young people in Eastern and Southern Africa

Elizabeth Bruce

Roles of local foundations in German community-based initiatives: Devolving criticism of philanthropy to the local?

Franz Koranyi, Nina Kolleck

University-surroundings and techno-scientific collaboration in Mexico: Outreach efforts of the Universidad Autónoma de Baja California

Rodolfo García Galván, Mayer R. Cabrera Flores, Lewis S. McAnally Salas

Relative age and school achievement in primary education in the Cantabria Region

Paula González-Vallinas, Julián Librero, Salvador Peiró, José Luis San Fabián

What’s the purpose? Educators’ perceptions and use of a state-mandated kindergarten entry assessment

Hattie Harvey, Kathryn Ohle

Tensions in the management of the Benefit of Continued Provision at School Program

Reginaldo Célio Sobrinho, Monica Isabel Carleti Cunha, Edson Pantaleão

Narrative inquiry on tensions lived by a high school teacher in the process of curriculum making

Diego Martín Alonso, Nieves Blanco García, J. Eduardo Sierra Nieto

Public policies for the training of public school principals in Brazil: An analysis of the National Program of Basic Education Managers (PNEGEB)

Natália Bazoti Brito Sottani, Sandra Regina Holanda Mariano, Joysi Moraes, Bruno Francisco Dias

Inclusive linguistic policy in Spain for newly arrived migrant students: Dilemmas and tensions in times of crisis

Rosa María Rodríguez Izquierdo

The validity of a performance based assessment for aspiring school leaders

Jack Ellyson Leonard

Production of written texts in literacy: A study in two public schools located in socially vulnerable territories

Gleice Lima da Fonseca, Claudia Lemos Vóvio

What is diverse enough? How “intentionally diverse” charter schools recruit and retain students

Huriya Jabbar, Terri S. Wilson

Redesigning Systems of Assessment and Accountability

Redesigning assessment and accountability: An introduction

Elizabeth Leisy Stosich, Soung Bae, Jon Snyder

Redesigning systems of school accountability: A multiple measures approach to accountability and support

Soung Bae

Response to “Redesigning Systems of School Accountability”: Addressing underlying inequities

Elizabeth Gil, Taeyeon Kim

“Seeing the whole elephant”: Changing mindsets and empowering stakeholders to meaningfully manage accountability and improvement

Susan Bush-Mecenas, David Montes de Oca, Julie Marsh, Heather Hough

Multiple perspectives accountability systems: A perspective from Vermont

Amy Fowler

Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness

Amy N. Farley, Grant Clayton, Sarah J. Kaka

How do states integrate performance assessment in their systems of assessment?

Elizabeth Leisy Stosich, Jon Snyder, Katie Wilczak

Integrating performance assessments across a PK-20 continuum: A locally developed collaboration

Kathryn McCurdy, Emilie Mitescu Reagan, Audrey Rogers, Thomas Schram

Making performance assessments part of accountability

Billy Haun

Massachusetts Consortium for Innovative Education Assessments: Creating a grassroots accountability system to leverage state policy change

Dan French

Navigating the Contested Terrain of Teacher Education Policy and Practice

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Elena Aydarova, David C. Berliner

Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments

Nick Henning, Alison G. Dover, Erica K. Dotson, Ruchi Agarwal-Rangnath

Voices from student teachers in New York: The persistence of a subtractive experience of the edTPA as a licensure exam for initial certification

Christine D. Clayton

The university supervisor, edTPA, and the new making of the teacher

Martha K. Donovan, Susan Ophelia Cannon

The intersections of selves and policies: A poetic inquiry into the hydra of teacher education

Stephanie Behm Cross, Alyssa Hadley Dunn, Erica K. Dotson

Fulfilling our educative mission: A response to edTPA critique

Andrea Whittaker, Raymond L. Pecheone, Kendyll Stansbury

Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

Nick Henning, Alison G. Dover, Erica K. Dotson, Ruchi Agarwal-Rangath, Christine D. Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Hadley Dunn

Responding to policy challenges with research evidence: Introduction to the special issue

Elena Aydarova, David C. Berliner

Evaluating the Tennessee Higher Education Commission's Report Card on the value-added estimates of teacher preparation programs

Charisse Gulosino

Framing teacher education: Conceptions of teaching, teacher education, and justice in Chilean national policies

M. Beatriz Fernández

Haberman Star Teacher Interview as a predictor of success in urban teacher preparation

Jennifer H. Waddell, Jacob M. Marszalek

Teacher preparation for emergent bilingual students: Implications of evidence for policy

Francesca Lopez, Lucrecia Santibanez

Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking

David J. McGough, Claudine Bedell, Barri Tinkler

Políticas de Inclusión y Extensión de la Obligatoriedad Escolar

Inclusion policies and extension of compulsory school: Scope, debt and challenges in the realization of the right to education

Nora Gluz, Dalila Andrade Oliveira, Cibele Maria Lima Rodrigues

The policies for expanding educational opportunities in Brazil and the school trajectories in the education of young people and adults in high school in Rio de Janeiro

Elionaldo Fernandes Julião, Mônica Dias Peregrino Ferreira

Policies of educational inclusion in Chile: Three critical nodes

Verónica López, Pablo Gonzalez, Dominique Manghi, Paula Ascorra, Juan Carlos Oyanedel, Silva Redón, Francisco Leal, Mauricio Salgado

The educational attention of the population in Argentina during the last decades: Between the illusory distribution, the efficient modernization and the discourses of the right to education

Graciela Clotilde Riquelme, Natalia Herger, Jorgelina S. Sassera

Student policies in teacher training: Pedagogical problems and debates in South American perspective

Alejandra Birgin, Alejandro Vassiliades

High School, the low teaching: Geography of the refusal of a right

Luiz Carlos Gil Esteves

Easier said than done: Obstacles to the expansion of secondary education in Uruguay

María Ester Mancebo, Julia Pérez Zorrilla

Obligatoriness challenged: Who leaves whom? School’s exclusion of young people in vulnerable conditions

Nora Gluz, Inés Rodríguez Moyano

Rethinking Education Policy and Methodology in a Post-truth Era

Start Here, Or Here, No Here: Introductions to Rethinking Education Policy and Methodology in a Post-Truth Era

Jennifer R. Wolgemuth, Mirka Koro-Ljungberg, Travis M. Marn, Anthony J. Onwuegbuzie, Shaun M. Dougherty

When they go low, we go high: Scholars of color, activism, and educational research in a post-truth era

Joshua Childs, Sarah Johnson

Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era

Chris K. Bacon

A research methodology in the service of critical thinking: Hermeneutic approach in the post-truth era

Rubén Arriazu

The professoriate and the post-truth era: A historiographic analysis of expert judgment and the destabilization of objective truth

Rachel E. Friedensen, Ezekiel Kimball

Scientifically based research in a post-truth era

Jessica Van Cleave

New genealogies and the courage of truth: Toward an ethics of adversarial public educational scholarship and policy activism

James P. Burns, Colin D. Green, Jaime Nolan

Becoming-policy in the Anthropocene

Ryan Evely Gildersleeve

Colonialidade e Pedagogia Decolonial

Coloniality and decolonial pedagogy: To think of other education

Catherine Walsh, Luiz Fernandes de Oliveira, Vera Maria Candau

Toward a decolonial pedagogy in Latin America: Convergences between popular education and participatory action research

João Colares da Mota Neto

Ayahusca’s Pedagogy: For an epistemic decolonization of knowledge

Maria Betania Albuquerque

Pedagogies of the South and political subjectivation: People´s High Schools in Argentina as part of “Latin American pedagogical movements”

Shirly Said

Decoloniality as epistemology for the theoretical field of the internationalization of Higher Education

Fernanda Geremias Leal, Mário César Barreto Moraes

Youth, other ways of thinking, and the micro-geopolitics of knowledge between generations in the Secundarias Comunitarias Indígenas schools of Oaxaca, Mexico

Julieta Briseño Roa

Decoloniality as an epistemological emergency to history teaching

Tânia Mara Pedroso Müller, Paulo Antonio Barbosa Ferreira

In times of neocolonialism: School without party or School departed?

Maria Cristina Giorgi, Del Carmen Daher, Dayala Paiva de Medeiros Vargens, Fabiany Carneiro de Melo

Education in the oral tradition of the African matrix in Brazil: Ancestry, resistance and human constitution

Daniela Barros, Saulo Pequeno, Patrícia Lima Martins Pederiva

Other memories, other heritage and decolonialities: Theoretical-methodological contributions to the history of Africa and Afro-descendants and history of Indigenous peoples in Brazil

Elison Antonio Paim, Helena Maria Marques Araújo

Language, literature and identity construction in pedagogical practices: Foreign language teaching in a resistance perspective

Luciana de Mesquita Silva, Alice Moraes Rego de Souza, Fabio Sampaio de Almeida

Políticas da Administração e Gestão em Países da Lusofonia

Management and management policies in Lusophone countries: Critical perspectives on the New Public Management and post-bureaucracy in education

Almerindo Janela Afonso, Geovana Mendonça Lunardi Mendes

Assessment, State, and regulation: Repercussions of Prova Brasil in the (con)formation of professionals and in the managerialism at schools

Luciana Leandro da Silva, Alvaro Moreira Hypolito

Implications of the New Public Management in education: Comparative analysis between Brazil and Angola

Elisangela Alves da Silva Scaff, Kellcia Rezende Souza, Isaac Paxe

Social Impact Bonds in São Paulo’s state public school system: New modality of public-private partnership in Brazil

Fernando L. Cássio, Débora Cristina Goulart, Salomão Barros Ximenes

Public–private interface in Brazilian education governance: Reflections from a subnational analysis

Helena Hinke Dobrochinski Candido

The “Cooperative School of Maringá” or a school with “public and free education with private micromanagement” (1991-1992): A charter school experience in Brazil avant la lettre

Mario Luiz Neves de Azevedo

External evaluations and the Basic Education Development Index in the context of the New Public Management: An analysis of the Programa Escola de Gestores at the Federal University of Ouro Preto from the perspective of the basic agents in education

Breynner Ricardo de Oliveira, Maria Tereza da Silva Pena

Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance

Leonor Lima Torres, José Augusto Palhares, Almerindo Janela Afonso

Reconfiguring power in Portuguese higher education

António Magalhães, Amelia Veiga, Pedro Videira

Private corporations in Brazilian higher education: Implications of new organizational practices

Aline Veiga dos Santos, Ranilce Guimarães-Iosif, Vera Lúcia Jacob Chaves

Edtech and Policies of Human Formation

EdTech and public policies: Introducing the question

Lilian do Valle, Daniel Mill, Aldo Victorio Filho

Can philosophy inoculate technoscience? Philosophy in licenciate distance learning courses

Diogo Bogéa

Educational technologies as tools: Critical considerations on a fundamental metaphor

Giselle Martins dos Santos Ferreira, Márcio Silveira Lemgruber

The philosophical basis of optimism in Distance Education

Danilo Bantim Frambach, Marcio Francisco Teixeira de Oliveira

The maelstrom of online programs in Colombian teacher education

Pedro Pineda, Jorge Celis

The robot take-over: Reflections on the meaning of automated education

Heitor Coelho

Edtech as fetish: Limits of school transformation processes

Talita Vidal Pereira, Lhays Marinho Ferreira

Serious games and sensibility regimes: Paradoxes in using games for human formation

Rodrigo Lages e Silva, Gabriela da Silva Bulla, Leandro Paz da Silva, Julia de Campos Lucena

Distance education in higher education in the context of reclusion as a human education policy in Portugal

José António Moreira, Ana Machado, Sara Dias Trindade

Open Educational Resources’ impact and outcomes: The essence of OpenKnowledge and its social contribution

Santiago Mengual-Andrés, Andrés Payá-Rico

The problem of ICT policy translation: Contributions to overcome a technical rationality

Gary Alberto Cifuentes, María Camila Valbuena Osorio

Commentaries

Educational responsibility for a critical citizen commitment

María Lozano Estivalis, Joan Andrés Traver Martí, Tomás Segarra Arnau

Policies needed to build inclusive cities and schools

Kfir Mordechay, Jennifer B. Ayscue

The Seal of Biliteracy: Considering equity and access for English learners

Amy J. Heineke, Kristin J. Davin, Amy Bedford

Perspectives and challenges for higher education in Latin America and the Caribbean: Interview with Roberto Leher, Rector of the Federal University of Rio de Janeiro, with comments made by Mário Luiz Neves de Azevedo, from the State University of Maringá

Fernanda Geremias Leal, Roberto Leher, Mário Luiz Luiz Neves De Azevedo

The constitution of the academic field of education policy in Brazil: Historical aspects

Silvana Stremel, Jefferson Mainardes

Historical and Contemporary Perspectives on Educational Evaluation

Introduction to the special issue: Historical and contemporary perspectives on educational evaluation

Lorin W. Anderson, Maria de Ibarrola, D. C. Phillips

The many functions of evaluation in education

D. C. Phillips

Perspectives on evaluation from curricular contexts

William Schubert

Methodological perspectives: Standardized (summative) or contextualized (formative) evaluation?

Richard J. Shavelson

A critique of grading: Policies, practices, and technical matters

Lorin W. Anderson

What international educational evaluations tell us about education quality in developing nations

Servaas van der Berg

Digital divide: A critical context for digitally based assessments

Kadriye Ercikan, Mustafa Asil, Raman Grover

Toward an intercultural approach to evaluation: A perspective from INEE in Mexico

Sylvia Schmelkes

Evaluation of teachers of basic education: Political tensions and radical oppositions

Maria de Ibarrola

Between Scylla and Charybdis: Reflections on and problems associated with the evaluation of teachers in an era of metrification

David C. Berliner

Afterword: Key questions for thought and action

Lorin W. Anderson