| Issue | Title | |
| Vol 24 (2016) | A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees | Abstract PDF |
| Emily A Messa, Catherine L. Horn, Teri Elkins Longacre, F. Richard Olenchak, Lisa M. Penney | ||
| Vol 23 (2015) | A Coherent System of Teacher Evaluation for Quality Teaching | Abstract PDF |
| Accomplished California Teachers | ||
| Vol 25 (2017) | A comparative perspective on public policies for education: Studies on Brazil-Spain | Abstract PDF (Português (Brasil)) |
| Donaldo Bello de Souza, Neusa Chaves Batista | ||
| Vol 21 (2013) | A compreensão de regras matemáticas na formação docente: uma pesquisa sob o ponto de vista da linguagem | Abstract PDF (Português (Brasil)) |
| Marisa Rosâni Abreu da Silveira, Paulo Vilhena da Silva | ||
| Vol 24 (2016) | A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers | Abstract PDF |
| Carl Emery | ||
| Vol 24 (2016) | A critical policy analysis of Texas’ Closing the Gaps 2015 | Abstract PDF |
| Katherine Cumings Mansfield, Stefani Leigh Thachik | ||
| Vol 26 (2018) | A critique of grading: Policies, practices, and technical matters | Abstract PDF |
| Lorin W. Anderson | ||
| Vol 23 (2015) | A different lens: Changing perspectives using Photo-Elicitation Interviews | Abstract PDF |
| Daniela Torre, Joseph Murphy | ||
| Vol 25 (2017) | A failed marriage between standardization and incentivism: Divergent perspectives on the aims of performance-based compensation in Shanghai, China | Abstract PDF |
| Priya Goel La Londe | ||
| Vol 13 (2005) | A Forced March for Failing Schools: Lessons from the New York City Chancellor's District. | Abstract PDF |
| Deinya Phenix, Dorothy Siegel, Ariel Zaltsman, Norm Fruchter | ||
| Vol 21 (2013) | A Lifetime of Trauma: Mental Health Challenges for Higher Education in a Conflict Environment in Afghanistan | Abstract PDF |
| Mohammed Osman Babury, Fred Manwarren Hayward | ||
| Vol 21 (2013) | A Look at Local Educational Management in the Context of Decentralization: The Case of Two Municipalities in Peru | Abstract PDF (Español (España)) |
| Fanni Muñoz | ||
| Vol 21 (2013) | A Look at Returning Teachers | Abstract PDF |
| Karen J. DeAngelis | ||
| Vol 14 (2006) | A look at the other devices in the Foreign Language Training: Isomorphisms of Language Policy and the Mediation | Abstract PDF (Español (España)) |
| Teresa Yurén, Cony Saenger | ||
| Vol 22 (2014) | A Look Inside Mathematics Coaching: Roles, Content, and Dynamics | Abstract PDF |
| Rejoice Mudzimiri, Elizabeth A. Burroughs, Jennifer Luebeck, John Sutton, David Yopp | ||
| Vol 27 (2019) | A mixed-methods study: Districts’ implementation of language classification policies and the implications for male, Hispanic, and low-income middle school students | Abstract PDF |
| Marcela Reyes, Thurston Domina | ||
| Vol 11 (2003) | A Multilevel, Longitudinal Analysis of Middle School Math and Language Achievement | Abstract PDF |
| Keith Zvoch, Joseph J. Stevens | ||
| Vol 14 (2006) | A Multilevel Study Based on PISA 2003: School Effectiveness Factors in the area of Mathematics | Abstract PDF (Español (España)) |
| Covadonga Ruiz de Miguel, Maria Castro Morera | ||
| Vol 12 (2004) | A Multilevel Study on Factors of School Effectiveness in Developing Countries: The Case of Brazilian Resources | Abstract PDF (Español (España)) |
| José Luis Gaviria, María Castro | ||
| Vol 21 (2013) | A multi-referential approach to training in its complexity | Abstract PDF (Português (Brasil)) |
| Thierry Ardouin | ||
| Vol 11 (2003) | A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage | Abstract PDF |
| Patrick Murphy, Michael DeArmond, Kacey Guin | ||
| Vol 23 (2015) | A New Era for Educational Assessment | Abstract PDF |
| David Conley | ||
| Vol 15 (2007) | A Pedagogical Model in a Non-Formal Educational Context: The Museum | Abstract PDF (Español (España)) |
| Mª Begoña Alfageme González, Nicolás Martínez Valcárcel | ||
| Vol 24 (2016) | A preliminary analysis of California’s New Local Control Funding Formula | Abstract PDF |
| Rebecca Wolf, Janelle Sands | ||
| Vol 7 (1999) | A Profile of the University for the Next Millenium | Abstract PDF |
| Vidal Sunción Infante | ||
| Vol 21 (2013) | A REDUÇÃO DA IDADE PENAL E AS TEORIAS RACIAIS: o retorno de um debate político-pedagógico que se pensava superado | Abstract PDF (Português (Brasil)) |
| Evaldo Luis Pauly, Gilberto Ferreira da Silva | ||
| Vol 1 (1993) | A Reply to Mr. Hodas | Abstract PDF |
| David H. Monk | ||
| Vol 26 (2018) | A research methodology in the service of critical thinking: Hermeneutic approach in the post-truth era | Abstract PDF |
| Rubén Arriazu | ||
| Vol 2 (1994) | A Response to John Covaleskie | Abstract PDF |
| Andrew J. Coulson | ||
| Vol 16 (2008) | A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. | Abstract PDF |
| Gregory Camilli, Sun Hee Kim, Sadako Vargas | ||
| Vol 7 (1999) | A Statist Political Economy and High Demand for Education in South Korea | Abstract PDF |
| Ki Su Kim | ||
| Vol 19 (2011) | A study of the Impact of online educational journals: The case of REDIE | Abstract PDF (Español (España)) PDF (English) |
| Eduardo Backhoff, Rosalinda Rentería, Maricela López-Ornelas, Gabriela Vidaurri | ||
| Vol 17 (2009) | A Survival Analysis of Student Mobility and Retention in Indiana Charter Schools | Abstract PDF |
| Holmes Finch, Dan Lapsley, Mary Baker-Boudissa | ||
| Vol 23 (2015) | A Value-Added Study of Teacher Spillover Effects Across Four Core Subjects in Middle Schools | Abstract PDF |
| Kun Yuan | ||
| Vol 11 (2003) | Absent Assessment | Abstract PDF (Español (España)) |
| Pablo E. Balonga | ||
| Vol 26 (2018) | Academic attraction programs: The cases of the Catedras Patrimoniales Subprogram in Mexico and the Prometeo Program in Ecuador | Abstract PDF (Español (España)) |
| Claudia Pedone, Isabel Izquierdo | ||
| Vol 22 (2014) | Academic bodies, resources and forced collegiality | Abstract PDF (Español (España)) |
| Cesar Silva Montes, Alberto Castro Valles | ||
| Vol 16 (2008) | Academic capitalism and academic culture: A case study. | Abstract PDF |
| Pilar Mendoza, Joseph B. Berger | ||
| Vol 5 (1997) | Academic Freedom, Tenure, and Student Evaluation of Faculty | Abstract PDF |
| Robert E. Haskell | ||
| Vol 13 (2005) | Academic freedom, tenure, and student evaluations of faculty: A response to Haskell and his critics. | Abstract PDF |
| Edith J. Cisneros-Cohernour | ||
| Vol 2 (1994) | Academic Performance of New Jersey's Public Schools | Abstract PDF |
| Howard Wainer | ||
| Vol 7 (1999) | Academic Program Approval and Review Practices | Abstract PDF |
| Don G. Creamer, Steven M. Janosik | ||
| Vol 25 (2017) | Academic trajectories of generational groups and political context in Argentina: Towards a typology | Abstract PDF (Español (España)) |
| Monica Marquina, José Alberto Yuni, Mariela Ferreiro | ||
| Vol 21 (2013) | Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability | Abstract PDF |
| M. Kathleen Thomas, Priyanka Singh, Kristin Klopfenstein, Thomas C. Henry | ||
| Vol 26 (2018) | Access to higher education: ProUni in focus | Abstract PDF (Português (Brasil)) |
| Vera Lucia Felicetti, Alberto F. Cabrera | ||
| Vol 24 (2016) | Accessibility in the realities of everyday life: Social Pedagogy in the construction of the right to inclusive education | Abstract PDF (Español (España)) |
| Rita Gradaille Pernas, José Antonio Caride Gómez | ||
| Vol 13 (2005) | Accountability and the pressures to exclude: A cautionary tale from England. | Abstract PDF |
| E. Rustique-Forrester | ||
| Vol 22 (2014) | Accountability for College and Career Readiness: Developing a New Paradigm | Abstract PDF |
| Linda Darling-Hammond, Gene Wilhoit, Linda Pittenger | ||
| Vol 23 (2015) | Accountability for Resources and Outcomes: An Introduction | Abstract PDF |
| Linda Darling-Hammond, Jon Snyder | ||
| Vol 23 (2015) | Accountability Is More Than a Test Score | Abstract PDF |
| Stephan Turnipseed, Linda Darling-Hammond | ||
| Vol 22 (2014) | Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present | Abstract PDF |
| Christian Ydesen, Karen E. Andreasen | ||
| Vol 25 (2017) | Accounting for institutional variation in expected returns to higher education | Abstract PDF |
| Shawn Dorius, David Tandberg, Bridgette Cram | ||
| Vol 24 (2016) | Accounting professors’ pedagogical training: The topic under discussion | Abstract PDF (Português (Brasil)) |
| Marcos Laffin, Sonia Maria da Silva Gomes | ||
| Vol 7 (1999) | Achievement and Demographics of Home School Students: 1998 | Abstract PDF |
| Lawrence M. Rudner | ||
| Vol 22 (2014) | Achievement at whose expense? A literature review of test-based grade retention policies in U.S. school | Abstract PDF |
| Andrew Prescott Huddleston | ||
| Vol 13 (2005) | Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46 | Abstract PDF |
| Madhabi Chatterji | ||
| Vol 16 (2008) | Achieving testing for English Language Learners, ready or not?. | Abstract PDF |
| Sau-Lim Tsang, Anne Katz, Jim Stack | ||
| Vol 1 (1993) | Action Research and Social Movement | Abstract PDF |
| Stephen Kemmis | ||
| Vol 13 (2005) | Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems | Abstract PDF |
| Janette K. Klingner, Alfredo J. Artiles, Elizabeth Kozleski, Beth Harry, Shelley Zion, William Tate, Grace Zamora Durán, David Riley | ||
| Vol 21 (2013) | Addressing the inclusion imperative: an urban school district’s responses | Abstract PDF |
| David Edward DeMatthews, Hanne Mawhinney | ||
| Vol 5 (1997) | Administrative Use of Student Evaluation of Faculty | Abstract PDF |
| Robert E. Haskell | ||
| Vol 27 (2019) | Administrators’ unintentional sensegiving and system reform outcomes | Abstract PDF |
| Lok-Sze Wong | ||
| Vol 8 (2000) | Advanced Placement: Access Not Exclusion | Abstract PDF |
| Wayne J. Camara, Neil J. Dorans, Rick Morgan, Carol Myford | ||
| Vol 22 (2014) | Adverse Impact of Racial Isolation on Student Performance: A Study in North Carolina | Abstract PDF |
| Andy Sharma, Ann Moss Joyner, Ashley Osment | ||
| Vol 9 (2001) | Affirmative Action at Work | Abstract PDF |
| Jack McKillip | ||
| Vol 10 (2002) | Affirmative Action in Higher Education | Abstract PDF |
| Alfred R. Cade | ||
| Vol 26 (2018) | Affirmative action policies, people with disabilities and recognition of identities and differences in Brazilian higher education | Abstract PDF (Português (Brasil)) |
| Leonardo Santos Amâncio Cabral | ||
| Vol 17 (2009) | Affirmative Action’s Fate: Are 20 More Years Enough? | Abstract PDF |
| Michele S Moses, John T. Yun, Patricia Marin | ||
| Vol 12 (2004) | After exit: Academic achievement patterns of former English language learners. | Abstract PDF |
| Ester J. de Jong | ||
| Vol 26 (2018) | Afterword: Key questions for thought and action | Abstract PDF |
| Lorin W. Anderson | ||
| Vol 1 (1993) | Against "Values": Reflections on Moral Language and Moral Education | Abstract PDF |
| Kenneth A. Strike | ||
| Vol 12 (2004) | Age & Achievement | Abstract PDF |
| James B. Grissom | ||
| Vol 18 (2010) | Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations in Education | Abstract pdf |
| Bob Barnetson | ||
| Vol 9 (2001) | Alexander v. Sandoval:A Setback for Civil Rights | Abstract PDF |
| Kevin G. Welner | ||
| Vol 27 (2019) | Alignment between teacher performance standards and preschool curriculum | Abstract PDF (Español (España)) |
| Edna Luna Serrano, Luis Horacio Pedroza Zuñiga, Perla Lizeth Cordova Valenzuela | ||
| Vol 22 (2014) | Alternative Communication beyond Assistive Technologies | Abstract PDF (Português (Brasil)) |
| Leila Regina Nunes, Catia Crivelenti de Figueiredo Walter | ||
| Vol 26 (2018) | Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members | Abstract PDF |
| Matthew A. M. Thomas, Nicole Mockler | ||
| Vol 8 (2000) | America Y2K: The Obsolescence of Educational Reforms | Abstract PDF |
| Sherman Dorn | ||
| Vol 24 (2016) | An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites | Abstract PDF |
| Margarita Jimenez-Silva, Katie Bernstein, Evelyn Baca | ||
| Vol 25 (2017) | An analysis of predictors of history content knowledge: Implications for policy and practice | Abstract PDF |
| Paul G. Fitchett, Tina L. Heafner, Richard G. Lambert | ||
| Vol 24 (2016) | An analysis of student performance in Chicago’s charter schools | Abstract PDF |
| Myron Orfield, Thomas Luce | ||
| Vol 12 (2004) | An Approach to the Study of Organizational Culture Educational Centers | Abstract PDF (Español (España)) |
| Marcos R. Sarasola | ||
| Vol 24 (2016) | An empirical test of Oklahoma’s A-F grades | Abstract PDF |
| Curt Matthew Adams, Patrick B. Forysth, Jordan K. Ware, Mwarumba Mwavita, Laura L. Barnes, Jam Khojasteh | ||
| Vol 20 (2012) | An Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs | Abstract PDF |
| Jeffrey M. Williams, Susan H. Landry, Jason L. Anthony, Paul R. Swank, April D. Crawford | ||
| Vol 22 (2014) | An exceptional deal. Affirmative everyday action at the National University of Cuyo | Abstract PDF (Español (España)) |
| Germán Fernández Vavrik | ||
| Vol 24 (2016) | An exploration of the effects of language policy in education in a contemporary Puerto Rican society | Abstract PDF |
| Mirta Maldonado-Valentín | ||
| Vol 11 (2003) | An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching | Abstract PDF |
| Anthony Milanowski | ||
| Vol 11 (2003) | Analysis of the concept of "teaching" college professors: A qualitative study | Abstract PDF (Español (España)) |
| Gustavo Hawes Barrios, Sebastián Donoso Diaz | ||
| Vol 24 (2016) | Analysis of the political discourse in Spain about school failure on Twitter | Abstract PDF (Español (España)) |
| Jesus Domingo, José Manuel Martos | ||
| Vol 20 (2012) | Analyzing the Anglo-American Hegemony in the Times Higher Education Rankings | Abstract PDF |
| Amadu Jacky Kaba | ||
| Vol 9 (2001) | Analyzing the New York Global History and Geography Exam | Abstract PDF |
| S. G. Grant | ||
| Vol 13 (2005) | Antecedents and consequences of residential choice and school transfer. | Abstract PDF |
| Toni Falbo, Robert W. Glover, W. Lee Holcombe, S. Lynne Stokes | ||
| Vol 22 (2014) | Anticipating and Incorporating Stakeholder Feedback when Developing Value-Added Models | Abstract PDF |
| Ryan Balch, Cory Koedel | ||
| Vol 1 (1993) | Anti-Intellectualism in U.S. Schools | Abstract PDF |
| Aimee Howley, Edwina D. Pendarvis, Craig B. Howley | ||
| Vol 26 (2018) | Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era | Abstract PDF |
| Chris K. Bacon | ||
| Vol 23 (2015) | Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education | Abstract PDF |
| Brian P. An, Jason L. Taylor | ||
| Vol 10 (2002) | Are Increasing Test Scores in Texas Really a Myth? | Abstract PDF |
| A. Toenjes, A. Gary Dworkin | ||
| Vol 23 (2015) | Are Teachers Crucial for Academic Achievement? Finland Educational Success in a Comparative Perspective | Abstract PDF |
| Eduardo Andere | ||
| Vol 26 (2018) | Are there long-term benefits from early childhood education in low- and middle-income countries? | Abstract PDF |
| M. Najeeb Shafiq, Amanda Devercelli, Alexandria Valerio | ||
| Vol 24 (2016) | Are WE the world? A critical reflection on selfhood and global citizenship education | Abstract PDF |
| Chenyu Wang, Diane M. Hoffman | ||
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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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