Articles by Education Policy Analysis Archives
EPAA/AAPE, 2020
The paper analyzes how street-level bureaucrats construct and activate the intersectoral network ... more The paper analyzes how street-level bureaucrats construct and activate the intersectoral network induced by the implementation of the Bolsa Família Program (BFP) in a region of extreme poverty in Brazil. BFP is a federal cash transfer program with conditionalities, benefiting 13.8 million families. Based on the educational conditionality, BFP is articulated with other social policies, using beneficiaries, schools, health units, and social assistance centers as vectors that mobilize public organs, processes and agents, triggering complex and dynamic multi-sectoral and intersectoral social networks. Thirty-one multilevel public agents were interviewed, including 14 education professionals in two schools and eight social work professionals in two local centers. The analysis reveals that street-level bureaucracy emerges as hubs at the local level, indicating the social protection network in the territory depends on personal links and mediations among agents, institutions, and public equipment materialized by processes derived from the monitoring of school attendance. The articulation and interaction between school and social agents reflect degrees of intersectoral cooperation, marked by different patterns of comprehension/translation of routines and strategies. The analysis explicitly highlights connections among (im)material elements of the networks induced by the BFP, emphasizing their potential for understanding the implementation of social and educational policies.
Education Policy Analysis Archives, 2018
This paper introduces the new Massachusetts Performance Assessment for Leaders (PAL) and uses cri... more This paper introduces the new Massachusetts Performance Assessment for Leaders (PAL) and uses critical policy analysis to reexamine the validity evidence (using the 2014 Standards for Educational and Psychological Testing and a theory of multicultural validity) for the use and interpretation of the PAL in regards to emerging school leadership. Data sources include two years of PAL test documentation plus candidate surveys and interviews with program directors. The author's role as a test user, faculty instructor, and certified test scorer afforded access to student work, student communications, scorer network training, and state department of education communications and meetings. The paper challenges the content validity, raises questions in regards to evidence based on response processes, internal structure, relation to other variables, consequences, and multicultural validity particularly when the PAL is used as a stand-alone, high-stakes licensure test and offers suggestions to improve the test as a formative assessment.
The Ministerial Commitment on Comprehensive Sexuality Education and Sexual and Reproductive Healt... more The Ministerial Commitment on Comprehensive Sexuality Education and Sexual and Reproductive Health Services for Adolescents and Young People in Eastern and Southern Africa (ESA), or the ESA Commitment, was affirmed December 7, 2013, by 21 countries located across this region during the 17th International Conference on AIDS and Sexually Transmitted Infections in Africa. The ESA Commitment speaks to the numerous practices and challenges of school age populations stemming from interplay among education, health, and contextual issues varying by country. Analysis of this policy is approached using methodology drawn from Bartlett and Vavrus (2014, 2017) and using a lens of policy borrowing, particularly focused on incorporating agency, process, impact, and timing (Steiner-Khamsi, 2000, 2010). This analysis seeks to understand the ESA Commitment and national curriculum subsequently implemented in Zambia by situating these actions among broader international, regional, and national discourse in the area of sexual and reproductive health and education for young people between 1994 and 2016. Through analysis considering its effectiveness in terms of implementation, scalability, and sustainability, its ability to enable progress towards improving the lives of young people, especially through increased knowledge of HIV/AIDS prevention, is examined and recommendations are presented.
Históricamente Colombia se ha ubicado en los últimos lugares de las pruebas PISA, mientras que Ch... more Históricamente Colombia se ha ubicado en los últimos lugares de las pruebas PISA, mientras que Chile tiene el mejor desempeño de Latinoamérica y Finlandia ocupa constantemente los primeros lugares en el mundo. Mediante la metodología de DiNardo, Fortin y Lemieux (1996), se construyen escenarios contrafactuales donde los estudiantes colombianos asumen hipotéticamente la distribución de características de los finlandeses o chilenos y se evalúa su impacto relativo sobre los puntajes. Los resultados muestran que, si los estudiantes colombianos tuvieran la distribución de características familiares de los finlandeses o chilenos, su rendimiento sería significativamente mejor que el actual. Dentro de este componente, la variable de mayor impacto para explicar la brecha es la riqueza de los hogares. Adicionalmente, dentro del conjunto de factores analizados, las variables intrínsecas –como actitudes y motivación del estudiante frente al aprendizaje- cobran importancia para explicar las diferencias en el rendimiento escolar en la comparación con Finlandia, mientras que los factores escolares en el caso de Chile explican la mayor proporción de la brecha. Los resultados muestran que hay efectos diferenciados a lo largo de la distribución de puntajes de los diferentes determinantes del desempeño.
Each year Forbes bestows a handful of “edu-preneurs” with the 30 Under 30 Award in Education (Und... more Each year Forbes bestows a handful of “edu-preneurs” with the 30 Under 30 Award in Education (Under30), designating those individuals as the best hope for revolutionizing and reforming education. Boasting low recipient rates, Forbes elevates the manufactured expertise of awardees and the importance of their organizations and ventures. Further, Forbes employs the language and norms of neoliberalism to articulate a pro-market vision of education reform. This social network analytic (SNA) study seeks to untangle the edu-preneur network and critically examine the connections between awardees, their organizations, judges, and the larger education reform network. To this end, we utilized descriptive analyses and SNA. We find evidence that Under30 serves as a mechanism for promoting social closure and ideological homophily within education reform networks. Further, we consider the policy implications that such awards may have on public discourse and policy creation.
Resumen: Este artículo describe los procesos de producción y movilización de conocimiento sobre e... more Resumen: Este artículo describe los procesos de producción y movilización de conocimiento sobre educación por parte de dos centros de política en la Argentina durante la década de 2000. Se inscribe en las discusiones teóricas sobre el uso de conocimiento en los procesos de generación de políticas públicas y sobre el rol de los think tanks. Los dos casos seleccionados se analizan en relación a la definición de sus agendas temáticas; el financiamiento y la conformación de sus equipos de trabajo; sus estrategias de producción y movilización del conocimiento; y las (dis)continuidades con la acción de centros de política en la década de 1990.
El fenómeno de la retención y el abandono estudiantil en la región de América Latina y el Caribe ... more El fenómeno de la retención y el abandono estudiantil en la región de América Latina y el Caribe conlleva importantes repercusiones sociales y económicas, tanto para los estudiantes, como para la sociedad en su conjunto. A pesar de la importancia que ha adquirido durante el último tiempo, aún no se cuenta con una revisión bibliográfica de metodología sistemática y replicable que permita comprender los principales resultados y conclusiones de las diversas investigaciones dentro de la región. Por esta razón, el presente estudio tuvo por objetivo describir variables y factores que se han asociado a la retención y el abandono estudiantil en la Educación Superior Universitaria en América Latina y el Caribe. Se encontraron y analizaron 81 artículos en español y portugués publicados entre los años 1990 y 2016, distribuidos en 10 países e indexados en siete bases de datos. Se utilizó un protocolo aplicado por dos investigadores independientes para organizar la información. Se encontraron 111 variables diferentes asociadas al fenómeno. Estas fueron agrupadas en los cinco factores propuestos por el Proyecto ALFA-GUIA: “Individual”, “Académico”, “Económico”, “Institucional” y “Cultural”. Entre los factores, el que más predomina es el “Individual”, lo que hace necesario mejorar la medición de variables latentes y la adaptación de instrumentos. La presencia de los factores “Académico” e “Institucional” demandan cambios a nivel de Instituciones de Educación Superior atendiendo a los nuevos estudiantes que ingresan. Por último el factor “Económico” demanda asegurar el financiamiento de los estudios. Junto a lo anterior, gran parte de las investigaciones se concentran en la caracterización de los estudiantes y muy pocos analizan el resultado de intervenciones para disminuir el abandono. Existe a su vez una importante discordancia a la hora de definir y medir este fenómeno. Es por ello que se hace necesario establecer parámetros comunes para el concepto central y su medición, además de redefinir los factores ALFA-GUIA específicamente los “Individual”, “Académico” y “Cultural”.
This article explores how candidates’ experiences in multiple initial certification programs with... more This article explores how candidates’ experiences in multiple initial certification programs within a single School of Education evolved over the first three semesters of New York’s implementation of edTPA as a requirement for initial licensure. The data reviewed included primarily surveys and interviews of teaching candidates, framed by critical perspectives on accountability, teacher performativity, and constructivist theories on learning to teach. Results suggest candidates’ perceptions of program alignment and edTPA benefits improved while several challenges persisted. These included the lack of mentor teacher knowledge about the edTPA as well as disconnects between candidates’ edTPA scores and local program evaluations. Additionally, student teachers’ perceptions of a subtractive experience of the edTPA continued in spite of improved perceptions about the benefits of the exam and across all scoring levels, programs, and semesters. A discussion of these results considers the implication of policies that reify quality, compel performance management, and contribute to values conflict for candidates in the particularly unique developmental moment of learning to teach. These voices of student teachers, often underrepresented in the research on edTPA, urge a reconsideration of the policy on teacher performance assessments in terms of how such policies impact the experiences of those learning to teach.
Resumen: Este trabajo explora la desigualdad de oportunidades educativas de los jóvenes de Argent... more Resumen: Este trabajo explora la desigualdad de oportunidades educativas de los jóvenes de Argentina en los años 2000. El análisis se enfoca en tres dimensiones del nivel medio educativo: acceso a la educación, calidad educativa y desempeño educativo. Se estiman distribuciones contrafactuales de resultados educativos condicionadas a las circunstancias de los estudiantes utilizando micro-datos de las encuestas de hogares del país y de PISA. Los resultados sugieren que la desigualdad de oportunidades en el acceso a educación es baja y se ha mantenido estable mientras que la desigualdad de oportunidades en el acceso a calidad educativa ha aumentado en la última década. Respecto al desempeño educativo la misma es particularmente alta en el país. Palabras-clave: educación; desigualdad de oportunidades; Argentina Educational inequality of opportunity in Argentina Abstract: This paper analyzes the inequality of opportunity on education among young students of Argentina in the 2000s. It focuses on three dimensions of secondary education: access to education, access to quality education, and educational performance of students. We estimate distributions of educational outcomes conditional to the students' circumstances using household survey data and PISA data. The results suggest that inequality of opportunity in access to secondary education is low and it has remained Página web:
Over the past 30 years teachers have been held increasingly accountable for the quality of educat... more Over the past 30 years teachers have been held increasingly accountable for the quality of education in their classroom. During this transition, the line between teacher appraisals, traditionally an instrument for continuous formative teacher feedback, and summative teacher evaluations has blurred. Student test scores, as an ‘objective’ measure, are increasingly used in teacher appraisals in response to historic questions that evaluations are based on ‘subjective’ components. Their central position in appraisals is part of a larger Global Testing Culture, where standardized tests are linked with high stakes outcomes. Although most teacher appraisal systems are based on multiple components, the prominence of testing as the taken for granted measure of quality suggests that not all components are given equal weight or seen as equally important. This article further explores the role of testing in high stakes teacher appraisal systems across 33 countries using data from the 2013 TALIS; addressing both the prominence of student test scores and their relative importance in teacher’s perceived feedback utility. Results indicate that, while rarely applied in isolation, student test scores are the most common component used in teacher appraisals. Relative to other components, student achievement is more often emphasized and, when emphasized in feedback, teachers are more likely to feel their appraisal had limited impact on their instruction and was completed solely as an administrative exercise.
During the period of 1981 to 2015, the total population of Black students in CPS plummeted from c... more During the period of 1981 to 2015, the total population of Black students in CPS plummeted from close to 240,000, 60% of all CPS students, to 156,000 or 39% of CPS. This paper documents how despite their decreasing numbers and percentage in the system, the vast majority of Black students remained isolated in predominantly low-income Black schools that also became the target of destabilizing corporate reforms and experimentation. This study examines the historic and contemporary dual segregation of Black teachers and Black students in Chicago Public Schools, and how mass school closures, privatization, and corporate school reform have both transformed and deepened segregation and resource-inequity across Chicago's schools.
The Trends in International Mathematics and Science Study (TIMSS) makes it possible to compare th... more The Trends in International Mathematics and Science Study (TIMSS) makes it possible to compare the performance of students in the US in Mathematics and Science to the performance of students in other countries. TIMSS uses four international benchmarks for describing student achievement: Low, Intermediate, High, and Advanced. In this study, we linked the eighth-grade Math TIMSS and NAEP scales using equipercentile equating to (a) help better interpret U.S. eighth-grade students' performance on TIMSS, and (b) investigate the progress of eighth-grade U.S. students over time relative to the progress of students in other countries. Results indicated that relative to other countries, U.S. eighth-grade students increased with respect to the " At or Above Basic " NAEP Achievement level, but that other countries saw larger improvements in the higher achievement leve l categories, relative to the US. This finding may reflect the emphasis of No Child Left Behind on raising lower achievement to " proficient. " However, with respect to " Advanced " mathematics achievement, eighth-grade U.S. students showed less
This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse... more This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the concept of children's emotional wellbeing and concerned with developing children's ability to understand, express and manage their emotions. Through a series of in-depth interviews with national level SEL policy actors this investigation worked to understand and identify how the SEL policy discourse worked " to privilege certain ideas and topics and speakers and exclude others " (Ball, 2008, p. 5). Through shining a critical light on the discourse of New Labour SEL policy makers this work responds to the call of Gunter et al. (2014) for critical education researchers to develop and amplify voices which which challenge the current hegemonic “common sense” discourse. The findings identify that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse.
The guest editors introduce the Special Issue on English Language Teaching in Public Primary Scho... more The guest editors introduce the Special Issue on English Language Teaching in Public Primary Schools in Latin America by summarizing articles about public primary English language programs in six countries in Latin America: Argentina, Brazil, Chile, Columbia, Mexico, and Puerto Rico. They synthesize the main issues related to English education programs in the region and discuss the common trends and challenges addressed by the authors in the special issue.
This article describes public primary English language education in Argentina. I begin with backg... more This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international influences that have played a key role in shaping the direction of language policies in primary education at the provincial and national levels in the country. I describe the national curriculum guidelines (Núcleos de aprendizaje prioritario, NAP) for foreign language education, contextualising them within the national education policies for primary school in force since 2003 and the new National Education Act (Ley Nacional de Educación 26.206). These guidelines and policies adopt an intercultural and plurilingual approach in the teaching of foreign languages, including English, at all levels of education and embrace a social justice conceptualisation of education in all cases. This approach has been materialised in ELT curriculum developments and programs in several of the 24 jurisdictions of the country with different degrees of development. I illustrate with the cases of the provinces of Buenos Aires, La Pampa, Entre Ríos and Chubut using interview data collected in 2015. Program leaders in these provinces describe their local initiatives. The article closes with a brief account of the affordances observed and the challenges ahead.
The national English program in Mexico was formally launched in 2009. The new program supplanted ... more The national English program in Mexico was formally launched in 2009. The new program supplanted various state programs, and aimed to create a coherent, uniform curriculum that extended English instruction to all public school students across the country. The article describes the development, evolution, and changes as the program was piloted and implemented. The authors synthesize various sources to identify the accomplishments of the program and the challenges that remain. They argue that a main concern, from a policy perspective, is that the program has not been conceptualized as part of a broader coherent language education policy, and that the program has been implemented not as an education policy, but as a series administrative and fiscal actions. Hence, while the program has succeeded in expanding access to English in public schools, it has not had continuity and has been characterized by inconsistency and change.
This paper explores the policy development supporting the implementation of English language teac... more This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy—which made English instruction compulsory for all Chilean students from fifth grade—has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers of English at primary school level. In addition, in a crowded curriculum, English teaching has been often allocated inadequate number of hours to facilitate successful language acquisition. Further, suitable learning resources and support materials—especially designed for young learners—have often been limited. Nevertheless, it can be argued that the broader offering of English, particularly at the primary level, has had an important democratising effect. It has been somewhat effective in allowing children from lower socioeconomic backgrounds to access a global language and a potential world of opportunities previously only available to students attending wealthy private institutions. Data suggests that this policy has had some impact in establishing educational foundations for broader access to more advanced language learning for all students in Chile. However, equally it demonstrates further resources and support for teachers and teaching is essential to realise this potential.
In an effort to become more competitive in the global market, Colombia, as many other Latin Ameri... more In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015-2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.
This paper, of theoretical nature, explores the levels of approach and abstraction of research in... more This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu's theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.
Nesse artigo, de natureza teórica, são explorados os níveis de abordagem e abstração de pesquisas... more Nesse artigo, de natureza teórica, são explorados os níveis de abordagem e abstração de pesquisas do campo da política educacional: descrição, análise e compreensão. Tais categorias foram desenvolvidas com base em conceitos da teoria de Bourdieu e na fundamentação do enfoque dos estudos epistemológicos de política educacional e da metapesquisa. O artigo destaca a importância dos diferentes tipos de estudo de política educacional e defende a necessidade da ampliação do número de artigos de compreensão, os quais podem contribuir de forma mais efetiva para o fortalecimento da política educacional como campo acadêmico.
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Articles by Education Policy Analysis Archives
Las contribuciones más significativas de Stephen J. Ball y sus colaboradores pueden agruparse en tres grandes ejes temáticos. En primer lugar, el análisis de la participación de nuevos actores en la política educativa, tales como las empresas y las organizaciones filantrópicas; lo que implica una redefinición del estado y de la forma en que se gobierna a la educación. Ball nos advierte acerca de la necesidad de repensar categorías binarias tales como público-privado, estatal – no estatal, actividades con y sin fines de lucro, entre otras, al notar que las fronteras entre estos polos están siendo redefinidas permanentemente. El segundo eje que destacamos del trabajo de Ball es el que analiza los ciclos de la política y la “puesta en acto” de las políticas en el nivel micro-institucional. Ball cuestiona el concepto de “implementación” y las visiones lineales acerca de las relaciones entre la “política” y la “práctica”. Por el contrario, propone enfoques conceptuales que contribuyen a abrir la caja negra de las políticas educativas, explorando cómo éstas definen marcos posibles para la acción, pero, al mismo tiempo, dejan márgenes para las interpretaciones y acciones de los individuos que actúan en diferentes contextos. El tercer eje temático que identificamos es el que examina las relaciones entre la clase social y las políticas educativas, prestando especial atención a cómo ciertas políticas – en particular las vinculadas a lógicas de mercado - han contribuido a la consolidación de circuitos educativos desiguales y, de esta manera, han beneficiado a las familias de clase media y perjudicado a las de clase trabajadora.
Consideramos que las preocupaciones teóricas y las preguntas de investigación empírica de Stephen J. Ball contribuyen a visibilizar, mapear e interrogar algunos aspectos que han sido marginalizados en la mayoría de las investigaciones sobre las políticas educativas en América Latina. Las indagaciones de Ball sobre la producción de las políticas educativas y sus efectos en las desigualdades educativas y sociales invitan a caracterizar y problematizar el rol que diversos actores estatales y no estatales tienen en la definición y re-definición de aspectos centrales de los sistemas educativos en América Latina (tales como los contenidos curriculares, los modos legítimos de su transmisión, y la distribución de recursos materiales y humanos, entre otros). Las herramientas teóricas forjadas por Ball contribuyen a examinar estos nuevos fenómenos como expresiones de un proceso más amplio de re-configuración del estado y de sus relaciones con la sociedad civil, el cual se inscribe en un escenario caracterizado por desplazamientos de las relaciones de poder a nivel global y al interior de los sistemas educativos.
Este número especial de AAPE/EPAA se propone publicar trabajos de investigación que se apropien y dialoguen críticamente con el enfoque teórico que Stephen J. Ball ha desarrollado durante las últimas tres décadas, con el objetivo de profundizar nuestra comprensión de las políticas educativas en países castellano parlantes de América Latina. Aquí, antes que traducciones lineales de una perspectiva elaborada para analizar otros contextos, nos interesa mapear la fertilidad de las preguntas y del marco interpretativo de Ball para comprender el carácter conflictivo, dinámico y multi-situado de las políticas educativas en América Latina.
Acerca de la revista: con más de 20 años de historia, EPAA/AAPE es una revista evaluada por pares, independiente, de acceso abierto y de ámbito internacional, multilingüe e interdisciplinar. Los artículos que publica son indexados en SCImago Journal Rank, SCOPUS, EBSCO Education Research Complete, ERIC, H.W. WILSON & Co, Directory of Open Access Journals, CIRC (Clasificación Integrada de Revistas Científicas, España), DIALNET (España), QUALIS A2 (Brasil) y SOCOLAR (China). Está pensada para investigadores, docentes, profesionales, responsables políticos y analistas preocupados por las políticas educativas. EPAA/AAPE es editada por la Arizona State University y cuenta con la colaboración de la Universidad de San Andrés para su sección sobre Sudamérica en castellano.
Envío de los trabajos: Todos los manuscritos deben ser enviados electrónicamente a través del sitio web de EPAA/AAPE (http://epaa.asu.edu/ojs/) y seguir las pautas de presentación de la revista.
No evaluaremos manuscritos remitidos para su publicación en otra revista o ya publicados.
Fecha límite de recepción de los trabajos: 15 de diciembre de 2014 (los envíos anteriores a este plazo serán bienvenidos)
Fecha de publicación: A partir de mayo de 2015
Editores del monográfico: Jason Beech, Universidad de San Andrés – Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) ([email protected]) y Analía Inés Meo, CONICET e Instituto de Investigaciones “Gino Germani” (Universidad de Buenos Aires) ([email protected]).
Posted: 2014-07-29
Special Topic: Examining Teach For America: Politics, Leadership, Student Achievement, and Race
In 1989, Princeton undergraduate Wendy Kopp established Teach For America. She envisioned a national teacher corps patterned after the Peace Corps that would be comprised of graduates of elite universities. When corps members left the classroom after a two-year commitment, they were expected to become lifelong advocates for public education in whatever profession they chose. More than twenty years later, TFA has placed over 25,000 teachers in more than 35 school districts, and enjoys significant federal, foundation, and corporate funding. Its leaders regard the organization as a critical agent in ameliorating educational inequality, and they imagine that TFA develops leaders who work across multiple professional, political, and educational terrains to reshape schooling for poor children and children of color. It has built an active alumni network, has developed programs to encourage alumni to run for public office, and has established relationships with many graduate programs and professional schools to create pipelines for civic leadership. Thus, although TFA began as an alternative teacher preparation and placement organization, its mission has shifted over the last two decades. Today, TFA maintains that it selects and prepares educational and social policy leaders.
To date, however, the research on TFA has tended to fall into four categories: (1) conceptual debates about the organization’s potential advantages and disadvantages; (2) empirical studies of TFA’s effects on student test-based outcomes; (3) TFA memoirs and journalistic accounts of corps’ members experiences; and (4) a small, but growing set of empirical studies that conceive of corps members as social and political actors. This special issue joins this last body of scholarship, which is attempting to reframeTeach For America as an organization that is situated within a larger political and ideological movement. It will also complement EPAA’s forthcoming special issue on TFA’s international spin-off, Teach For All.
Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring the multiple effects of TFA on educational leadership, policy, racial representation, and student achievement. It seeks to answer: What are the political and ideological roots of TFA’s relationship with schools, communities, and the system of public education? What do we know about TFA’s impacts on the quality of education for marginalized students, such as English Learners and children of color? How does TFA shape its corps members’ understandings about the roots of educational inequality, as well as the subsequent policies or reforms for addressing them?
By answering these questions, this issue contributes to the theory, policy, and practice related to Teach For America. It also expands the discourse on TFA by offering multiple, varied conceptualizations of the organizations “effects” and their long-term implications for educational equity in our nation’s public schools.
About the Journal: Celebrating its 22th year, EPAA 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.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Initial 500-word Abstract Deadline: September 30, 2014
(potential contributors submit abstracts for reactions and feedback)
Submission Deadline: January 15, 2015
Publication date: July 2015
Early submissions are encouraged.
Guest Co-Editors: Tina Trujillo, University of California Berkeley ([email protected]) and Janelle Scott, University of California Berkeley ([email protected])
Posted: 2014-07-15
Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring Teach for All and Global Teacher Education Reform. The teacher education landscape is changing around the world, as global actors and discourses emerge in ways that are both novel and historically grounded. One such actor is Teach For All, the global organization that aims at redefining what it means to teach and to participate in the educational arena. Teach For All pursues this goal by serving as an umbrella network that provides strategic support to social entrepreneurs throughout the world that seek to adapt and implement the education reform ideals and organizational model of Teach For America. Since Teach For All was founded at the 2007 Clinton Global Initiative, 33 programs have appeared in countries as different as Argentina, Estonia, Germany, Pakistan and China, with varying levels of reach, impact, and integration/conflict with the established stakeholders. The degree of adaptation of the model has also varied extensively in response to differing local needs and policy contexts. This proposed Special Issue of EPAA/AAPE seeks to gain a deeper understanding of the workings of this specific type of teacher education reform by combining multiple theoretical frameworks and methodological approaches, and bringing together analyses of the global network as a whole alongside case studies of a few local programs.
Research on Teach For All and the programs residing under its umbrella is currently extremely scarce, with the exception of analyses of Teach For America, and to a lesser extent, Teach First (UK). However, the rapid expansion of the network, the considerable funding and support it is gathering both from public and private partners, and most importantly, the ways in which it is influencing public debate and policy around issues of teacher recruitment, retention and certification, the role of unions, learning assessment, and school policy demands a concerted effort at producing a critical mass of scholarship that will provide perspective, evidence and conceptual contributions to avoid a narrowing of the conversation. This special issue will be a central contribution towards these efforts, and will hopefully serve as a hub for scholars, policymakers, teachers and other stakeholders seeking to actively participate in the debate from an informed, thoughtful standpoint. Editors will consider both empirical and theoretical pieces, as well as a wide range of methodological approaches, including quantitative, qualitative and mixed methods. Editors will only consider papers written in English.
About the Journal: Celebrating its 22nd year, EPAA 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.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Deadline: August 31, 2014
Publication date: March 2015
Early submissions are encouraged.
Guest Co-Editors: Daniel Friedrich, Teachers College, Columbia University ([email protected]) and Rolf Straubhaar, University of California – Los Angeles ([email protected])
Posted: 2014-05-29
Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring “Models of Open Education in Higher Education.” Through the advent of open educational resources (OER) and open access, the education arena is witnessing the rise of new models to support learning. From Coursera to Codecademy, to local initiatives led by individual instructors—these models are helping to shift the way that higher education institutions approach pedagogy and credentialing, both at the policy and the course levels. For example, several institutions have created new offices and initiatives to encourage faculty to creatively use open content in their courses; some of these institutions are also supporting lifelong learning by enlisting their faculty to lead Massive Open Online Courses, or MOOCs. Other institutions are partnering with open content providers to create adaptable, accredited courses that are better aligned to employers’ expectations for workforce competencies. And instructors are experimenting with new pedagogical approaches offered through open content as a means of meeting their students’ varied learning styles and needs.
These models will likely continue to make inroads into higher education—spurred in part by rising costs of education, decreases in funding, and increased demand from students, parents, and employers for innovative teaching approaches. There is currently, however, limited empirical understanding of the forms that these models can take, and their potential impact on formal education, on policy, on curriculum, and on the practice of pedagogy.
Education Policy Analysis Archives announces a call for papers for a special issue exploring the policy and practice of open education models in higher education. The special issue seeks to answer: What are the ways that OER support current challenges in higher education? How are these new, OER-based models impacting education as we know it—at both a policy and practice level? And finally, how are these new models impacting higher education stakeholders, including instructors their students? In answering these questions, this issue hopes to inform both theory and in practice by opening up dialogue and providing evidence for the ways that these models can support institutional goals, and by offering insights into successful practices that leverage open content toward enhanced student learning. We invite both theoretical and empirical papers for the issue, as well as papers that draw on innovative approaches to addressing this nascent area of research.
About the Journal: Celebrating its 22nd year, EPAA 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.
Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Deadline: September 1, 2014
Publication date: March 2015
Early submissions are encouraged.
Guest Co-Editors:
Lisa Petrides, Institute for the Study of Knowledge Management in Education, [email protected]
Cynthia Jimes, Institute for the Study of Knowledge Management in Education, [email protected]
Please also cc [email protected] on all correspondence.
Posted: 2014-04-24
Publication date: October 6th, 2014
Early submissions are encouraged.
Guest Editors: Sherman Dorn, University of South Florida, [email protected]; Christian Ydesen, Aalborg University, [email protected]
Overview of Publishing Activities
91 articles published, representing a 52% increase from Volume 20 (2012)
20 articles in Portuguese
17 articles in Spanish
54 articles in English
168 authors (compared with 83 in 2012) from 100 institutions and 19 different countries (compared with just 10 countries in 2012)
330 reviewers collaborated with EPAA/AAPE
6 special issues published in 2013:
Value-Added: What America’s Policymakers Need to Know and Understand, Guest Edited by Dr. Audrey Amrein-Beardsley and Assistant Editors Dr. Clarin Collins, Dr. Sarah Polasky, and Ed Sloat.
The American Community College in the 21st Century, Guest Co-Edited by Dr. Jeanne M. Powers and Amelia Marcetti Topper.
Preparing Teachers: Highly Qualified to Do What? Guest Co-Edited by Dr. Pia Lindquist Wong and Dr. Elaine Chin.
Contextos, Perguntas, Respostas: O que há de novo na Educação de Jovens e Adultos? Editoras convidadas: Sandra Regina Sales Jane Paiva
Social Pedagogy in the 21st Century, Guest Co-Edited by Dr. Daniel Schugurensky and Michael Silver.
Formação de Professores e Práticas Culturais: Descobertas, Enlaces, Experimentações Editoras convidadas: Carla Beatriz Meinerz, Dóris Maria Luzzardi Fiss, e Sônia Mara Ogiba
12 videocasts posted on the EPAA/AAPE blog (10 more than in 2012)
Readership
1,500 unique visitors (average per article)
2,812 subscribers to our listserv
130,000 unique visitors in the year (20% increase from 2012)
Visitors to EPAA/AAPE Website: Top 10 Countries
Country
Visits
% Visits
United States
69,859
59.6
Spain
3,756
3.2
Canada
3,375
2.9
Brazil
3,319
2.8
United Kingdom
3,071
2.6
Mexico
2,679
2.3
Australia
2,597
2.2
Philippines
2,155
1.8
Argentina
1,712
1.5
India
1,538
1.3
Publication Process
Submissions received during 2013: 249
Submissions sent for peer review: 141
Submissions rejected by editorial board: 108
Submissions rejected after peer-review : 60
Submissions accepted for publication: 28
Submissions still under review: 53
Acceptance rate 11%
Time to Publication
§ 7 days (interval for publication)
§ 56 days to review (average time for contacting authors with letters of acceptance/rejection)
§ 150 days to publication (average time between reception, revision and publication)
Rankings, Indexing, and Progress
EPAA/AAPE is listed by more than 20 scholarly indexing agencies including Scopus, Redalyc, Qualis, CIRC, and Pubmed.
EPAA/AAPE is listed in Quartile 2 in the classification of the SCImago Journal Ranking using data from Scopus.
Using Scopus, EPAA/AAPE’s H-Index is 27 (The H-index indicates average citations)
Using Google Scholar EPAA/AAPE’s has an H-index of 13.
Using the H-index of Google Scholar EPAA/AAPE’s is one of the top 10 education policy journals
Using the H index of the SCImago Journal Rank (SJR) EPAA/AAPE is ranked #34 among 175 US education journals and #63 among the 619 worldwide ranked journals in education.
According to our own estimates, EPAA/AAPE continues to be the top open access journal ranked on the SJR indicator.
EPAA/AAPE continues to reach readers through our Facebook page and Twitter feed.
Announcements for 2014
All articles submitted in Spanish covering South America will be edited by the team coordinated by Dr. Jason Beech from Universidad de San Andrés, Argentina.
EPAA/AAPE start providing DOIs for newly published articles
EPAA/AAPE will start using Article Level Metrics (Altmetrics)
6 special issues are under development for 2014:
Politics, Policies, and Practices of Coaching and Mentoring Programs, Guest Edited by Dr. Sarah L. Woulfin.
The Future of Educational Research Journals, Guest Edited by Dr. David Post.
The Comparative and International History of School Accountability and Testing, Co-Guest Edited by Dr. Sherman Dorn and Dr. Christian Ydesen.
Nuevas Perspectivas para Debatir el Currículum Escolar, Editores del monográfico Miguel A. Pereyra e Jesús Romero Morante.
Reclaiming Public Education and the At-Risk City: Insights from Detroit. Co-Guest Edited by Dr. Thomas Pedroni and Dr. Camille Wilson.
Educação Especial: diferenças, currículo e processos de ensino e aprendizagem. Editoras convidadas Márcia Denise Pletsch, Geovana Mendonça, e Lunardi Mendes.
On behalf of EPAA/AAPE, we wish you a very happy holiday season and a prosperous New Year!
A Special Thanks to Our Volume 21 (2013) Reviewers
Kamal Abouchedid
Lisa Abrams
Debra Ackerman
Emily Ackman
Karen Adams
Stephanie Adams
Cliff Adelman
Cecilia Adrogue
Alexandre Aguia
Zenaida Aguirre-Munoz
June Ahn
Motoko Akiba
Nicola Alexander
Juan Alperin
Marcia Alvarenga
Marisa Alvarez
Sylvanus Amkaya-Nacheri
Audrey Amrein-Beardsley
Leanna Archambault
Emily Arcia
Alfredo Artiles
Angela Arzubiaga
Paul Attewell
David Berliner
Bianca Bernstein
Ilene Berson
Eric Bettinger
Gina Biancarosa
Lucidio Bianchetti
Robert Bifulco
Lauren Bivona
Alex Bowers
Debra Bragg
Henry Braun
Ana Brenner
Casey Brown
Kim Brown
Heath Brown
Carolyn Brown
Iria Brzezinski
Jack Buckley
Rosa Bueno Fischer
Maria Isabel Bujes
Dana Burde
Antonio Burgos Garcia
Daniel Burke
Ray Buss
Angela Byars-Winston
Rebeca Caballero
Veronica Cabezas
Marie Cameron
Brett Campbell
Javier Campos
Maria Campos
Suresh Canagarajah
Alejandro Canales
Marisa Cannata
Brendan Cantwell
Gerson Carmo
Carmen Carnerero Montenegro
Paulo Carrano
Marilia Carvalho
Adriana Carvalho Lopes
Matthew Chingos
Sung-Woo Cho
Daniel Choi
Chuing Chou
Carol Christensen
Daryl Chubin
Jesus Cisneros
Jose Cisneros
Patrick Clancy
Susana Claro
Jon Clausen
Sue Clery
Casey Cobb
Martha Cocchiarella
Valdete Coco
Carina Coelho
Clarin Collins
Amanda Cooper
Eileen Coppola
Rildo Cosson
Marisa Costa
Xavier Costa
Gabriela Cruder
Anne Cullen
Maria Isabel Cunha
Dasy Cunha
Ashlee Cunsolo Willox
Mary Curry
Michael Curtis
Inge Danielsen
Danielle Dennis
Chad Dentremont
Victor Diaz
Sarah Diem
Camila do Valle F. de Miranda
Thurston Domina
Tara Donahue
Haiying Dong
Neil Dorans
Sherman Dorn
Emily Duvall
Donald Easton-Brooks
Pamela Eddy
Jacqueline Edmondson
D. Brent Edwards Jr.
Tamela Eitle
Jennifer Engle
Kerry Englert
Oscar Espinoza
Kris Ewing
Osmar FÁvero
Nalu Farenzena
Karen Febey
Jason Feld
RaimundoFernández
José Fernández
Maria Clara Fischer
Rosa Fischer
Samara Foster
Teresa Foulger
Doug Fuchs
Marco Fuentes
Gerald Galway
Amy Gaumer Erickson
Sean Geary
Sara Goldrick-Rab
Harvey Goldstein
Rebecca Goldstein
Andrea Golloher
Alfredo Gomes
Laura Gomez
Rosa Elsa GonzÁlez Ramirez Leslie
Gonzales Cecilia
Goulart Andrea Gouveia
Cassandra Guarino Edmund Hamann
Amani Hamdan
Mery Hamui
Michael Harris
Douglas Harris
Juliet Hart
Tiffany Harvey
Careli Herrera
Jennifer Holme
Hee Kyung Hong
Caroline Hoxby
Russanne Hozayin
Allison Hurst
Hokyu Hwang
Alvaro Hypolito
Jennifer Imazeki
Francesc Imbernón Muñoz
Catalina Inclan
Timothy Ireland
Oscar Jimenez-Castellanos
Eugene Judson
Thomas Kane
Gibbs Kanyongo
Zorka Karanxha
Michael Kirst
Lisa Kirtman
Robert Knoeppel
Michal Kurlaender
Andrà LÁzaro
Frankie Laanan
Brian Lagotte
Arturo Lahera SÁnchez
Robert Lake
Estela Larraguivel
Stephen Lawton
Yengny Laya
Mariana Leal
Cecilia Leal-Covey
John Lee
Moosung Lee
Jaekyung Lee
Denise Leite
Karen Levesque
Benjamin Levin
Daniel Levy
Stacey Long-Genovese
Alice Lopes
Francesca Lopez
Samuel Lucas
Antonio Luevano
Alberto Luis Gomez
Allan Luke
Márcia Lunardi-Lazzarin
David Lustick
Antonio Luzan
Reitu Mabokela
Martha MacIver
Elizabeth Macedo
Maria Machado
Robert Macmillan
Jeffrey Maiden
Jefferson Mainardes
Susan Maller
Paul Manna
Gregory Marchant
Lou Mariano
Patricia Marin
Jaume Martínez Bonafé
Pablo Martínez Riquelme
María Jesús Martínez Usarralde
Wendy Martin
Maria Martinez-Cosio
Mirian Martins
Sarup Mather
William Mathis
Jennifer McCombs
Tristan McCowan
Patrick McGuinn
Lee McIlroy
Ezella McPherson
Patrick McQuillan
Jay Meeks
Débora Mello
Pilar Mendoza
Deanna Michael
Roslyn Mickelson
Abby Miller
Maria Angélica
Minhoto
Rick Mintrop
Yongmei Ni
Sharon Nichols
Ann Nielsen
Peter Ninnes
Silvia Nogueron-Liu
Pedro Nuñez
Leila Nunes
Colleen O’Brien
Matthew Ohlson
Jane Paiva
Sarah Polasky
Amanda Potterton
Susan Printy
José Luis Ramírez
Marise Ramos
Lilian Ramos
Paula Razquin
Anabelle Reta
Carols Riadigos
Rita Ribes
Ginette Roberge
Sarah Robert
Emily Robertson
Melissa Roderick
José Rodriguez
Juan Rodríguez
M. Felicity Rogers-Chapman
Sam Rohr
Anthony Rolle
Claudia Romero
Russell Rumberger
Damián Sánchez
Françcoise Salager-Meyer
Jose Salazar Zegers
Terry Salem
Sandra Sales
Kenneth Saltman
Armando Santuario
Colin Savage
Marika Savukoski
Sonia Schneider
Daniel Schugurensky
Suzana Schwertner
Jennifer Shea
Paulo Vinicius Silva
Michael Silver
Luciene Simões
Pep Simo
Russell Skiba
Michael Skolnik
John Slate
Finbarr Sloane
Donaldo Souza
Ivone Souza
Ãngelo Souza
Donaldo Souza
Eleanor Spindler
Jorge Stack
Amy Stambach
Monica Stigler
Rolf Straubhaar
James Stronge
Lisa Stulberg
Amy Subert
Gail Sunderman
Johnny Sung
JonathanSupovitz
Dennis Swender
Manuel Tavares
Daiane Tavares
Catherine Taylor
Cathryn Teasley
Amy Topper
Tina Trujillo
Mun Tsang
Marika Tsolakis
Shivali Tukdeo
Alia Tyner-Mullings
Angeles Valle Flores
Jacques van der Meer
Joke Vandenabeele
Charles Vanover
Miriam Vargas
Julian Vasquez Heilig
Soledad Vazquez
Robert Verhine
Marcos Villela Pereira
Geruza Volpe
Claudia Vovio
Cally Waite
Federico Waitoller
Florian Waldow
CÁtia Walter
Kevin Welner
Jacob Werblow
FlÁvia Werle
Keith Wetzel
David Whale
Ed Wiley
Mia Williams
Pia Wong
Sissy Wong
Kenneth Wong
Rebecca Zwick
Posted: 2013-12-20
Publication date: May 5th, 2014
Early submissions are encouraged.
Guest Editor: David Post, professor Penn State University [email protected]
Publication date: June 2014
Early submissions are encouraged.
Guest Editor: Sarah L. Woulfin [email protected]
Prazo para publicação: 3 de junho 2013
Contatos: [email protected]; [email protected]
combinadas con la participación de la población, el respeto a los derechos de las personas y la gobernabilidad democrática integral de la ciudad. Esto
contrasta con el modelo de gestión urbana previo, que no solo era menos intervencionista y regulador, si no también más tecnocrático, vertical y focalizado.
Con todo, no se produce un cambio de paradigma, sino más bien una convivencia, a veces tensa, entre dos enfoques". Las interrelaciones entre la pobreza de ingreso, las desventajas educativas y la inseguridad ciudadana han dificultado esta transición. Por ejemplo, en Brasil, las dimensiones de la pobreza han reforzad su efecto perverso sobre la educación.
success in college, career, and life, states must in turn move toward creating more aligned systems of assessment and accountability. The authors recommend “an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by
adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school” (p. 1). This issue focuses particularly upon accountability for meaningful learning with subsequent issues focusing on professional accountability and resource accountability.