| Issue | Title | |
| Vol 21 (2013) | Class and Parents' Agency in West Virginia: Between Choices and Rights | Abstract PDF |
| Melissa Sherfinski | ||
| Vol 21 (2013) | Classroom, the We Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students | Abstract PDF |
| Fernando Rodriguez-Valls, Gregorio Ponce | ||
| Vol 12 (2004) | Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices | Abstract PDF |
| Harold Wenglinsky | ||
| Vol 12 (2004) | Co-Education and Gender:The End of the Experiment? | Abstract PDF |
| Ian Clark | ||
| Vol 21 (2013) | Cognitive accessibility for literacy-enabling of young students with intellectual disabilities | Abstract PDF (Português (Brasil)) |
| Mara Monteiro da Cruz, Angélica Maria Reis Monteiro | ||
| Vol 25 (2017) | Coign of vantage and action: Considering California’s local accountability and school finance plans for English learners | Abstract PDF |
| Julian Vasquez Heilig, Lisa S. Romero, Megan Hopkins | ||
| Vol 27 (2019) | Collaborative research and multi-issue movement building for educational justice: Reflections on the Urban Research Based Action Network (URBAN) | Abstract PDF |
| Mark R. Warren, Ronald David Glass | ||
| Vol 27 (2019) | Collaborative research for justice and multi-issue movement building: Challenging discriminatory policing, school closures, and youth unemployment | Abstract PDF |
| Ronald David Glass, Brett G. Stoudt | ||
| Vol 22 (2014) | Collaborative Research: The face of Youth and Adult Education research and the subjects implications | Abstract PDF (Português (Brasil)) |
| Marinaide Lima de Queiroz Freitas, Nadja Naira Aguiar Ribeiro | ||
| Vol 7 (1999) | College Students' Use of the Internet | Abstract PDF |
| Anna C. McFadden | ||
| Vol 8 (2000) | Collegiate Grading Practices and the Gender Pay Gap | Abstract PDF |
| Alicia C. Dowd | ||
| Vol 26 (2018) | Coloniality and decolonial pedagogy: To think of other education | Abstract PDF (Português (Brasil)) |
| Catherine Walsh, Luiz Fernandes de Oliveira, Vera Maria Candau | ||
| Vol 12 (2004) | Colorado's Voucher Law:Examining the Claim of Fiscal Neutrality | Abstract PDF |
| Kevin G. Welner | ||
| Vol 25 (2017) | Comings and goings in the process of institutional diversification: The experience of Uruguayan universities in a comparative perspective | Abstract PDF (Español (España)) |
| Pablo Landoni-Couture | ||
| Vol 9 (2001) | Comment on Ng's "Wealth Redistribution, Race & Southern Public Schools, 1880-1910" | Abstract PDF |
| Sherman Dorn | ||
| Vol 7 (1999) | Comments on the Ad Hoc Committee's Critique of the Massachusetts Teacher Tests | Abstract PDF |
| Howard Wainer | ||
| Vol 11 (2003) | Comments on Weiner, Resnick and Scientific Debate | Abstract PDF |
| Jonathan Goodman | ||
| Vol 26 (2018) | Committing to comprehensive sexuality education for young people in Eastern and Southern Africa | Abstract PDF |
| Elizabeth Bruce | ||
| Vol 25 (2017) | Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance? | Abstract PDF |
| Steven Lewis | ||
| Vol 11 (2003) | Communities of Practice and the Mediation ofTeachers' Responses to Standards-based Reform | Abstract PDF |
| Chrysan Gallucci | ||
| Vol 27 (2019) | Community-engaged research through the lens of school closures: Opportunities, challenges, contributions, and lingering questions | Abstract PDF |
| Claudette Agard, Zakiyah Ansari, Jerusha Conner, Barbara Ferman, Liza N. Pappas, Jessica Shiller | ||
| Vol 23 (2015) | Comparative Study of School Inclusion Policy School for Students with Physical Disabilities in Three Brazilian Municipalities | Abstract PDF (Português (Brasil)) |
| Emanuele Teixeira Andrade, Enicéia Gonçalves Mendes | ||
| Vol 17 (2009) | Comparing linguistic symmetries: Teachers and students analyze Spanish and English in the classroom | Abstract PDF (Español (España)) |
| Fernando Rodríguez-Valls | ||
| Vol 12 (2004) | Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools | Abstract PDF |
| Mikyong Minsun Kim, Margaret Placier | ||
| Vol 14 (2006) | Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district. | Abstract PDF |
| Emily Arcia | ||
| Vol 22 (2014) | Comparisons between education offerings for youth and adults with a focus on youth: profiles and spaces | Abstract PDF (Português (Brasil)) |
| Eliane Ribeiro, Luiz Carlos Souza, Maria Virgínia de Freitas | ||
| Vol 18 (2010) | Competencies in ICT of teachers and their relation to the use of the technological resources | Abstract PDF (Español (España)) |
| Jesús M. Suárez Rodríguez, Gonzalo Almerich, Bernardo Gargallo López, Francisco M. Aliaga | ||
| Vol 23 (2015) | Competency Curriculum Reform: The Experience in the Preparatorias Federales por Cooperacion | Abstract PDF (Español (España)) |
| Cesar Silva Montes | ||
| Vol 25 (2017) | Competing and contested discourses of citizenship and civic praxis | Abstract PDF |
| Jill Koyama | ||
| Vol 27 (2019) | Complexity and scale in teaching effectiveness research: Reflections from the MET Study | Abstract PDF |
| Bryant Jensen, Tanner LeBaron Wallace, Matthew P. Steinberg, Rachael E. Gabriel, Leslie Dietiker, Dennis S. Davis, Benjamin Kelcey, Elizabeth Covay Minor, Peter Halpin, Ning Rui | ||
| Vol 24 (2016) | Complicating the rhetoric: How racial construction confounds market-based reformers’ civil rights invocations | Abstract PDF |
| Laura Elena Hernandez | ||
| Vol 13 (2005) | Components of the New Intellectual Field: Education and Pedagogy in Venezuela (1994-2000) | Abstract PDF (Español (España)) |
| Antonio Arellano Duque | ||
| Vol 17 (2009) | Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing | Abstract PDF |
| Kevin M. Gorey | ||
| Vol 25 (2017) | Compulsory education laws or incentives from CCT programs? Explaining the rise in secondary school attendance rate in Argentina | Abstract PDF |
| Maria Edo, Mariana Marchionni, Santiago Garganta | ||
| Vol 21 (2013) | Computer skills and digital media uses among young students in Rio de Janeiro | Abstract PDF |
| Rosalia Duarte, Sibele Cazelli, Rita Peixoto Migliora, Carlos Alberto Coimbra | ||
| Vol 17 (2009) | Concept and Determinants of Quality in Higher Education. A Survey Conducted amongst Spanish University Lecturers. | Abstract PDF (Español (España)) |
| Antonio Cardona Rodríguez, Miren Barrenetxea Ayesta, Juan José Mijangos del Campo, Jon Olaskoaga Larrauri | ||
| Vol 12 (2004) | Conceptions About Curriculum, School Content and The teachers in the process to produce texts Curriculum in Argentina | Abstract PDF (Español (España)) |
| Alejandra Amantea, Graciela Laura Cappeletti, Estela Beatriz Cols, Silvina Feeney | ||
| Vol 25 (2017) | Conceptions about educational quality among teachers in the High School Educational System at the University of Guadalajara | Abstract PDF (Español (España)) |
| Jon Olaskoaga-Larrauri, Carlos Mendoza-Sepúlveda, Elia Marúm-Espinosa | ||
| Vol 25 (2017) | Conceptions of public policies and discursive pratices: An analysis of higher education public policies in Lula’s Government (2003-2010) | Abstract PDF (Português (Brasil)) |
| Márcio Barcelos, Marcio Silva Rodrigues | ||
| Vol 14 (2006) | Concepts of Education and Education for Women Clients of a Health Center in Rio De Janeiro | Abstract PDF (Español (España)) |
| Isabela Cabral Félix de Sousa | ||
| Vol 24 (2016) | Conceptualizing ICT leadership practices: A study in Colombian higher education | Abstract PDF (Español (España)) |
| Gary Alberto Cifuentes | ||
| Vol 23 (2015) | Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform | Abstract PDF |
| David Hall, Ruth McGinity | ||
| Vol 13 (2005) | Conflicting demands of No Child Left Behind and state systems: Mixed messages about school performance. | Abstract PDF |
| Robert L. Linn | ||
| Vol 10 (2002) | Confusing the Messenger with the Message: A Response to Bolon | Abstract PDF |
| Victor L. Willson, Thomas Kellow | ||
| Vol 23 (2015) | Connecting the dots: Understanding the flow of research knowledge within a research brokering network | Abstract PDF |
| Joelle Rodway | ||
| Vol 6 (1998) | Consequences of Assessment: What is the Evidence? | Abstract PDF |
| William A. Mehrens | ||
| Vol 8 (2000) | Consistency of Findings Across International Surveys of Math & Science | Abstract PDF |
| Michael O'Leary, Thomas Kellaghan, George Madaus, Albert Beaton | ||
| Vol 19 (2011) | Constitutional Reform and the Opportunity for Higher Education Access in Ecuador Since 1950 | Abstract PDF PDF (Español (España)) |
| David Post | ||
| Vol 20 (2012) | Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation | Abstract PDF |
| Nathan Daun-Barnett, Edward P. St. John | ||
| Vol 11 (2003) | Constraining Elementary Teachers' Work:Dilemmas and Paradoxes Created by State Mandated Testing | Abstract PDF |
| Sandra Mathison, Melissa Freeman | ||
| Vol 9 (2001) | Constructing Outcomes in Teacher Education | Abstract PDF |
| Marilyn Cochran-Smith | ||
| Vol 25 (2017) | Contemporary higher education reform in Ecuador: Implications for faculty recruitment, hiring, and retention | Abstract PDF |
| Mary Amanda Johnson | ||
| Vol 24 (2016) | Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore | Abstract PDF |
| Theresa Alviar-Martin, Mark Baildon | ||
| Vol 19 (2011) | Context-Responsive Leadership: Examining Superintendent Leadership in Context. | Abstract PDF |
| Paul V. Bredeson, Hans W. Klar, Olof Johansson | ||
| Vol 24 (2016) | Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading | Abstract PDF |
| Katherine K. Delaney, Susan B. Neuman | ||
| Vol 21 (2013) | Contexts, questions, and answers: What is new in youth and adult education? | Abstract PDF (Português (Brasil)) |
| Sandra Regina Sales, Jane Paiva | ||
| Vol 27 (2019) | Contextual dimensions and policy actors of food and nutrition education | Abstract PDF (Português (Brasil)) |
| Júlia Graciela de Souza, Marcia Regina Selpa Heinzle | ||
| Vol 15 (2007) | Contextual effects of socioeconomic level on academic achievement in obligatory secondary education in the Basque Autonomous Community (Spain). Differential study about socioeconomic level of families and school centers. | Abstract PDF (Español (España)) |
| Luis Lizasoain, Luis Joaristi, José Francisco Lukas, Karlos Santiago | ||
| Vol 17 (2009) | Contextual Influences on Superintendents' Time Usage | Abstract PDF |
| Kim Jones, Aimee Howley | ||
| Vol 7 (1999) | Contextualizing Homeschooling Data: A Response to Rudner | Abstract PDF |
| Kariane Mari Welner, Kevin G. Welner | ||
| Vol 17 (2009) | Continued Progression, Work and Teaching as a Profession | Abstract PDF (Português (Brasil)) |
| Ivanise Monfredini | ||
| Vol 23 (2015) | Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion | Abstract PDF (Português (Brasil)) |
| Denise Meyrelles de Jesus, Edson Pantaleão, Mariangela Lima de Almeida | ||
| Vol 11 (2003) | Continuing Education Reform in Hong Kong | Abstract PDF |
| Chris Dowson | ||
| Vol 21 (2013) | Continuous reform of vocational training in Spain, or the paradox between school integration and segregation | Abstract PDF (Español (España)) |
| Rafael Merino | ||
| Vol 22 (2014) | Contributions to the history of teacher unionism in Portugal: From study groups to the assertion and crisis of the teacher union movement | Abstract PDF (Português (Brasil)) |
| Manuel Tavares | ||
| Vol 27 (2019) | Convivencia escolar policies in Latin America: Four perspectives for comprehension and action | Abstract PDF (Español (España)) |
| Macarena Morales, Verónica López | ||
| Vol 23 (2015) | Cooperative learning and embodied accountability: an ethnographic analysis of classroom participation in an English school | Abstract PDF |
| Laura Luna Figueroa | ||
| Vol 10 (2002) | Corrective Action and School Choice in NYC | Abstract PDF |
| Doug Hamman, E. Allen Schenck | ||
| Vol 13 (2005) | Corrective Action in Low Performing Schools: Lessons for NCLB Implementation from First-generation Accountability Systems. Vol. 13 No. 48 | Abstract PDF |
| Heinrich Mintrop, Tina Trujillo | ||
| Vol 6 (1998) | Counseling in Turkey: Current Status and Future Challenges | Abstract PDF |
| Suleyman Dogan | ||
| Vol 24 (2016) | Countryside education: Conceptual harmonization and historical evolution in Brazil | Abstract PDF (Português (Brasil)) |
| Giuliano Alves Borges e Silva, João Luiz Passador | ||
| Vol 21 (2013) | Crafting Coherence from Complex Policy Messages: Educators’ Perceptions of Special Education and Standards-Based Accountability Policies | Abstract PDF |
| Jennifer Lin Russell, Laura E. Bray | ||
| Vol 24 (2016) | Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs | Abstract PDF |
| Jennifer Keys Adair | ||
| Vol 23 (2015) | Crème de la Crème: The Teach For All Experience and Its Lessons for Policy-Making in Latin America | Abstract PDF |
| Belen Cumsille R., Ariel Fiszbein | ||
| Vol 6 (1998) | Critical Evaluation for Education Reform | Abstract PDF |
| Gisele A. Waters | ||
| Vol 6 (1998) | Criticizing the Schools, Then and Now | Abstract PDF |
| Benjamin Levin | ||
| Vol 9 (2001) | Critique of "An Evaluation of the Florida A-Plus Accountability Program" | Abstract PDF |
| Gregory Camilli, Katrina Bulkley | ||
| Vol 23 (2015) | Cultivating disruptive subjectivities: Interrupting the new professionalism | Abstract PDF |
| Kathryn Herr | ||
| Vol 24 (2016) | Cultivating political powerhouses: TFA corps members experiences that shape local political engagement | Abstract PDF |
| Rebecca Jacobsen, Rachel White, Sarah Reckhow | ||
| Vol 5 (1997) | Cultural Differences and the Construction of Meaning | Abstract PDF |
| Robert A. Peña | ||
| Vol 22 (2014) | Curriculum and school knowledge in contemporary society: challenges for the education of people with disabilities | Abstract PDF (Português (Brasil)) v22n80translated PDF |
| Geovana Mendonça Lunardi Mendes, Fabiany Cassia Silva | ||
| Vol 14 (2006) | Curriculum as praxis: Ensuring quality technical education in Singapore for the 21st century. | Abstract PDF |
| Tiew Ming Yek, Dawn Penney | ||
| Vol 25 (2017) | Curriculum, normativity and policies of recognition from school trajectories of “gay boys” | Abstract PDF (Português (Brasil)) |
| Thiago Ranniery | ||
| Vol 15 (2007) | Curriculum Reforms and Physical Education: the Theoretical-Conceptual knowledge of the Spanish School Population | Abstract PDF (Español (España)) |
| Juan Luis Hernández Álvarez, Roberto Velázquez Buendía, Eugenia Martínez Gorroño | ||
| Vol 24 (2016) | Data and performativity in doctoral education: Information gaps and suggestions for overcoming them | Abstract PDF (Español (España)) PDF English Translation |
| Catalina Wainerman, Iván Matovich | ||
| Vol 27 (2019) | Data-driven decision making in early education: Evidence From North Carolina’s Pre-K program | Abstract PDF |
| Michael Harris Little, Lora Cohen-Vogel, James Sadler, Becca Merrill | ||
| Vol 2 (1994) | Dealing with Diversity | Abstract PDF |
| Benjamin Levin, J. Anthony Riffel | ||
| Vol 15 (2007) | Decentralization, Local Powers and Social Participation in Education in Bolivia: The Cases of Tarabuco and La Paz (1997-2003) | Abstract PDF (Español (España)) |
| Mario Yapu | ||
| Vol 26 (2018) | Decoloniality as an epistemological emergency to history teaching | Abstract PDF (Português (Brasil)) |
| Tânia Mara Pedroso Müller, Paulo Antonio Barbosa Ferreira | ||
| Vol 26 (2018) | Decoloniality as epistemology for the theoretical field of the internationalization of Higher Education | Abstract PDF (Português (Brasil)) |
| Fernanda Geremias Leal, Mário César Barreto Moraes | ||
| Vol 25 (2017) | (De)coloniality in management education: Exploring limits and possibilities | Abstract PDF (Português (Brasil)) |
| Valério Carvalho Filho, Ana Sílvia Rocha Ipiranga, Alexandre de Almeida Faria | ||
| Vol 22 (2014) | DE-MARGINALIZING SCIENCE IN THE ELEMENTARY CLASSROOM BY COACHING TEACHERS TO ADDRESS PERCEIVED DILEMMAS | Abstract PDF |
| Alissa Berg, Felicia M. Mensah | ||
| Vol 24 (2016) | Democracy in Uruguay: Body education and leisure in the “New Model of Physical Education” (1985-1990) | Abstract PDF (Español (España)) |
| Cecilia Seré Quintero, Alexandre Fernandez Vaz | ||
| Vol 21 (2013) | Democracy’s College: The American Community College in the 21st Century: Framing the Issue | Abstract PDF |
| Amelia Marcetti Topper, Jeanne M. Powers | ||
| Vol 12 (2004) | Democratic education across school types: Evidence for the U.S. from NHES99 | Abstract PDF |
| Clive R. Belfield | ||
| Vol 7 (1999) | Demonstrated Actions of Instructional Leaders | Abstract PDF |
| George J. Petersen | ||
| Vol 24 (2016) | Deregulation and personalization in elite schools: Teacher’s work and the production of privileged groups | Abstract PDF (Español (España)) |
| Sandra Ziegler | ||
| Vol 20 (2012) | Desafios da arte contemporânea para a educação: práticas e políticas | Abstract PDF (Português (Brasil)) |
| Luciana Gruppelli Loponte | ||
| Vol 22 (2014) | Desegregation, Accountability, and Equality: North Carolina and the Nation, 1971-2002 | Abstract PDF |
| Scott Baker, Anthony Myers, Brittany Vasquez | ||
| Vol 19 (2011) | Design and Implementation Issues in Longitudinal Research | Abstract PDF |
| Larry H Ludlow, Joseph Pedulla, Sarah Enterline, Emilie Mitescu Reagan, Mac Cannady, Stephanie Chappe | ||
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education policy analysis archives
a peer-reviewed, independent, open-access, multilingual journal
a peer-reviewed, independent, open-access, multilingual journal
ISSN 1068-2341
EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
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