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Vol. 24 (2016)

Published: Jan 4, 2016

Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs

Jennifer Keys Adair

Future imaginaries of urban school reform

Jan Nespor

A critical policy analysis of Texas’ Closing the Gaps 2015

Katherine Cumings Mansfield, Stefani Leigh Thachik

An empirical test of Oklahoma’s A-F grades

Curt Matthew Adams, Patrick B. Forysth, Jordan K. Ware, Mwarumba Mwavita, Laura L. Barnes, Jam Khojasteh

Types of expertise in political decision-making in education: Contributions from a theoretical and conceptual discussion

Carina Coelho, Manuela Terrasêca, José Alberto Correia

Limits of the quota law in federal public universities

Hugo Augusto Vasconcelos Medeiros, Ruy de Deus e Mello Neto, Alfredo Macedo Gomes

Between two legal regimes, what has changed in the curriculum of initial teacher education in Portugal?

Teresa Teixeira Lopo

Widening the gap: Unequal distribution of resources for K–12 science instruction

P. Sean Smith, Peggy J. Trygstad, Eric R. Banilower

Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Emilie Mitescu Reagan, Thomas Schram, Kathryn McCurdy, Te-Hsin Chang, Carla M. Evans

Development of policies for a digital repository for a higher education institution with technological disadvantages

José Alonso Fernández López, María Manuela Pintor Chávez, Marcela Georgina Gómez Zermeño

Determinants involved in the construction of the violence of gender. The case of the primary schools in a province of Spain

Emilia Moreno Sánchez, Carmen Márquez Vázquez

Examining charter school policy and public school district resource allocation in Ohio

Matthew Allen Linick

Money or diversity? An implementation analysis of the Voluntary Transfer Program in St. Louis, 1999-2009

Ain A. Grooms

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Maria Teresa Tatto, Corey Savage, Wei Liao, Stefanie L. Marshall, Paul Goldblatt, Leonardo M. Contreras

Integration of technologies policies and Basic Education Teacher Training in Uruguay

Rosana Elizabeth Martínez Barcellos, Carlinda Leite, Angélica María Reis Monteiro

The differential effects of parental involvement on high school completion and postsecondary attendance

Terris Raiford Ross

Opting out: Parents creating contested spaces to challenge standardized tests

Dana Mitra, Bryan Mann, Mark Hlavacik

Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

Jason Giersch, Martha Cecilia Bottia, Roslyn Arlin Mickelson, Elizabeth Stearns

Locating Chicago’s charter schools: A socio-spatial analysis

Jennifer C. LaFleur

A preliminary analysis of California’s New Local Control Funding Formula

Rebecca Wolf, Janelle Sands

Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

Andrew R. Ratner, Joni S. Kolman

Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea

Alfredo J. Artiles, Elizabeth B. Kozleski

Why theory matters: An examination of contemporary learning time reforms

Daniela K. DiGiacomo, Joshua J. Prudhomme, Hannah R. Jones, Kevin G. Welner, Ben Kirshner

Assumptions and conceptual frameworks in citizen training underlying the Ministerial Curriculum of History, Geography and Social Studies in Chilean primary school

Natalia F. Vallejos Silva

The performance teacher evaluation model in Mexican educational reform

Graciela Cordero, Coral González

State school finance inequities and the limits of pursuing teacher equity through departmental regulation

Bruce D. Baker, Mark Weber

No Child Left Behind: A postmortem for Illinois

Wm. Gregory Harman, Camille Boden, Jeremy Karpenski, Nicole Muchowicz

Impact on student learning: National Board Certified Teachers’ perspectives

Teresa M. Petty, Amy J. Good, Laura K. Handler

“Community Aware” education policy: Enhancing individual and community vitality

Hope Casto, Brian McGrath, John W. Sipple, Liz Todd

A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees

Emily A Messa, Catherine L. Horn, Teri Elkins Longacre, F. Richard Olenchak, Lisa M. Penney

“Stay with your words”: Indigenous youth, local policy, and the work of language fortification

Elizabeth Sumida Huaman, Nathan D. Martin, Carnell T. Chosa

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Peggie Garcia, P. Zitlali Morales

Measuring, rating, supporting, and strengthening open access scholarly publishing in Brazil

Silvio Carvalho Neto, John Willinsky, Juan Pablo Alperin

Local control in the era of accountability: A case study of Wisconsin preK

M. Elizabeth Graue, Bethany Wilinski, Amato Nocera

Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development

Elizabeth Covay Minor, Laura Desimone, Jade Caines Lee, Eric D. Hochberg

Historic challenges of inclusion: Institutional features of two new federal universities in Brazil

Eduardo Santos, Manuel Tavares

Scientific production and MOOCs in a higher education context: A social network analysis approach

Dora Simões

The presidential platform on twenty-first century education goals

Ariel Tichnor-Wagner, Allison Rose Socol

Education for democracy: Articles from the intellectual Anisio Teixeira in the Folha de Sao Paulo newspaper in 1968

Fernando Gouvêa

Brazilian school food policy: Social representations and marks from the past

Silvia Alicia Martínez, Francine Nogueira Lamy Garcia Pinho

Math teaching resources in Latin American primary classrooms: Availability and impact on student learning

Francisco Javier Murillo Torrecilla, Marcela Román Carrasco, Santiago Atrio Cerezo

Deregulation and personalization in elite schools: Teacher’s work and the production of privileged groups

Sandra Ziegler

The differences in grades among primary students according to their poverty situation: Decomposition analysis for 17 countries of Latin America and Caribbean

Jorge Augusto Paz

Analysis of the political discourse in Spain about school failure on Twitter

Jesus Domingo, José Manuel Martos

Large-scale effects of national policy assessment on the political and pedagogical management of schools of Porto Alegre: Exploring relationships and uses

Ana Cristina Ghisleni, Maria Beatriz Luce

Entering the teaching career: Brazilian and Chilean experiences

Angelo Ricardo Souza, Diana Cristina Abreu

Teacher salary: Challenges for monitoring the valuation of Brazilian teachers in the context of Goal 17 of the National Education Plan

Márcia Jacomini, Thiago Alves, Rubens Barbosa de Camargo

Educational and socio-economic inequalities of pre-university Brazilian population: A view from the ENEM data

Rodrigo Travitzki, Maria Eugénia Ferrão, Alcino Pinto Couto

Research on the field of education policy: Exploring different levels of approach and abstraction

Jefferson Mainardes, César Tello

Multicultural perspectives in deaf education

Eva Navegantes, Celeste Azulay Kelman, Ana Iveniki

Accounting professors’ pedagogical training: The topic under discussion

Marcos Laffin, Sonia Maria da Silva Gomes

Countryside education: Conceptual harmonization and historical evolution in Brazil

Giuliano Alves Borges e Silva, João Luiz Passador

Science teachers’ data use practices: A descriptive analysis

Virginia Snodgrass Rangel, Carlos Monroy, Elizabeth Bell

The invisible schism: Teachers’ and administrators’ differing perceptions of education reforms

Sarah Melvoin Bridich

Public expenditures and the production of education

Stephen R. Neely, Jeffrey Diebold

Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading

Katherine K. Delaney, Susan B. Neuman

Seeing through transparency in education reform: Illuminating the “local”

Jill Koyama, Brian Kania

Accessibility in the realities of everyday life: Social Pedagogy in the construction of the right to inclusive education

Rita Gradaille Pernas, José Antonio Caride Gómez

The EDUCO program, impact evaluations, and the political economy of global education reform

D. Brent Edwards, Jr., Claudia Elizabeth Loucel Urquilla

Smart money? Philanthropic and federal funding for the Common Core

Mindy L. Kornhaber, Nikolaus J. Barkauskas, Kelly M. Griffith

Multiple choice: How public school leaders in New Orleans's saturated market view private school competitors

Huriya Jabbar, Dongmei Li

Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

Francine Menashy, Robyn Read

The evaluation of research activities at private universities: Present and future according to the CONEAU speech

Laura Andrea Bustamante

Democracy in Uruguay: Body education and leisure in the “New Model of Physical Education” (1985-1990)

Cecilia Seré Quintero, Alexandre Fernandez Vaz

Educational justice for undocumented students: How school counselors encourage student persistence in schools

Emily Crawford, Fernando Valle

The academic achievement of Limited English Proficient (LEP) youth in new and established immigrant states: Lessons from the National Assessment of Educational Progress (NAEP)

Lisa P. Spees, Stephanie Potochnick, Krista M. Perreira

Conceptualizing ICT leadership practices: A study in Colombian higher education

Gary Alberto Cifuentes

Development of a scale to measure teaching practices for engaging Mexican families in education

Alberto Valdés Cuervo, Ernesto Alonso Carlos Martínez, Maricela Urías Murrieta, Teodoro Rafael Wendlandt Amezaga

The impact of teacher attitudes and beliefs about large-scale assessment on the use of provincial data for instructional change

Derek T. Copp

Portrait of a Teach for All (TFA) teacher: Media narratives of the universal TFA teacher in 12 countries

Michelle Gautreaux, Sandra Delgado

An analysis of student performance in Chicago’s charter schools

Myron Orfield, Thomas Luce

The dynamics of chronic absence and student achievement

Rebecca A. London, Monika Sanchez, Sebastian Castrechini

The untapped promise of secondary data sets in international and comparative education policy research

Amita Chudgar, Thomas F Luschei

Putting political spectacle to work: Understanding local resistance to the Common Core

Michael A. Szolowicz

Framework for sustainability analysis for higher education institutions: Application in a case study

Diego de Queiroz Machado, Fátima Regina Ney Matos, Augusto Marcos Carvalho de Sena, Ana Silvia Rocha Ipiranga

The case of the Polytechnic High School: Evaluating its implementation in public schools

Jorge Alberto Rosa Ribeiro, Margareth Fadanelli Simionato

Vocational education & training students’ families’ expectations about their future employment

Soledad Garcia-Gomez, Rosario Ordonez-Sierra, Esther Vinuesa Mariscal, Rosario Izquierdo Chaparro

Private education and taxes: Is the tax regime for private schools just?

Juan Espindola

Impact of the Spanish model of school management on the professional identity of school leaders

Antonio Bolívar, Maximiliano Ritacco

OECD teaching assessment policies: Approaching the experience in Mexican basic education

Yazmín Cuevas Cajiga, Tiburcio Moreno Olivos

Is deliberation a laudable goal when policy is a done deal? The Habermasian public sphere and legitimacy in a market era of education policymaking

Liza N. Pappas

The creation of performance funding in Michigan: Partnership, promotion and points

Renata Opoczynski

Rethinking privatization policies in education: The enclosure of the school

Noelia Fernández-González

Data and performativity in doctoral education: Information gaps and suggestions for overcoming them

Catalina Wainerman, Iván Matovich

Educational process for people with autism spectrum disorder from the analysis of scientific production available in SciELO – Brazil (2005-2015)

Fabiana Ferreira do Nascimento, Mara Monteiro da Cruz, Patricia Braun

Books of occurrences: Violence and indiscipline in state managed schools

Claudia Lemos Vóvio, Vanda Mendes Ribeiro, Luiz Carlos Novaes, Maria Helena Bravo

Teach For America: Research on Politics, Leadership, Race, and Education Reform

Reframing Teach For America: A conceptual framework for the next generation of scholarship

Janelle Scott, Tina Trujillo, Marialena D. Rivera

TFA and the magical thinking of the “best and the brightest”

Megan Blumenreich, Bethany Rogers

Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

Michael Barnes, Emily Germain, Angela Valenzuela

Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices

T. Jameson Brewer, Kerry Kretchmar, Beth Sondel, Sarah Ishmael, Megan Manfra

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

Terrenda C. White

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Angus Shiva Mungal

Cultivating political powerhouses: TFA corps members experiences that shape local political engagement

Rebecca Jacobsen, Rachel White, Sarah Reckhow

Discursive Perspectives Part 1

Locating and applying critical discourse analysis within education policy

Jessica Nina Lester, Chad R. Lochmiller, Rachael Gabriel

Complicating the rhetoric: How racial construction confounds market-based reformers’ civil rights invocations

Laura Elena Hernandez

A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers

Carl Emery

An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites

Margarita Jimenez-Silva, Katie Bernstein, Evelyn Baca

Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten

Michael H. Little, Lora Cohen-Vogel

Political contestation and discourses of meaning: Revising Minnesota’s school integration revenue statute

Allison Mattheis

Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers

Sarah Winchell Lenhoff, Jasmine B. Ulmer

Stephen J. Ball y la investigación sobre políticas educativas en América Latina

Exploring the use of Stephen J. Ball’s theoretical tools for the analysis of education policies in Latin America

Jason Beech, Analía Inés Meo

Interview with Stephen J. Ball: Analysing his contribution to education policy research

Marina Avelar

The theory of enactment by Stephen Ball: And what if the notion of discourse was different?

Alice Casimiro Lopes

In favor of a topological reading of curriculum policies

Elizabeth Macedo

Policy enactment and educational quasimarkets: Analysing school offer and demand dynamics in Chile

Antoni Verger, Xavier Bonal, Adrián Zancajo

Tracing translations of ICT policies in higher education

Gary Alberto Cifuentes, Paola Valero

Reception and enactment of the compulsory secondary education reform. Stephen Ball’s contributions to the study of educational policies in schools of Santa Cruz province, Argentina

María Cecilia Bocchio, Silvia Mariela Grinberg, Carla Andrea Villagran

Models of Open Education in Higher Education

The role of "open" in strategic library planning

Lisa Petrides, Letha Goger, Cynthia Jimes

Meeting the challenges of higher education in India through Open Educational Resources: Policies, practices, and implications

Archana Thakran, Ramesh Chander Sharma

Awarding college credit for MOOCs: The role of the American Council on Education

Jason E Stone

Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe

Martin Ebner, Sandra Schön, Swapna Kumar

OER “produsage” as a model to support language teaching and learning

Teresa MacKinnon, Sarah Pasfield-Neofitou

The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption

David Wiley, Linda Williams, Daniel DeMarte, John Hilton

Assessing the potential for openness: A framework for examining course-level OER implementation in higher education

Kate Judith, David Bull

Education for Global Citizenship

Charting a democratic course for global citizenship education: Research directions and current challenges

John P. Myers

Are WE the world? A critical reflection on selfhood and global citizenship education

Chenyu Wang, Diane M. Hoffman

Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School

Marzia Cozzolino DiCicco

Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore

Theresa Alviar-Martin, Mark Baildon

Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier, Jessie Montana Cain

English Language Teaching in Public Primary Schools in Latin America

Introduction to the special issue on English language teaching in public primary schools in Latin America

José Luis Ramírez-Romero, Peter Sayer

English language education in primary schooling in Argentina

Melina Porto

ELT in Brazilian public schools: History, challenges, new experiences and perspectives

Ricardo Luiz Teixeira de Almeida

Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country

Malba Barahona

English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies

Doris Correa, Adriana González

The teaching of English in public primary schools in Mexico: More heat than light?

José Luis Ramírez-Romero, Peter Sayer

An exploration of the effects of language policy in education in a contemporary Puerto Rican society

Mirta Maldonado-Valentín