Education Policy Analysis Archives has just published 6 articles and 1 video
commentary for the Special Issue on New public management & the new
professional educator, Guest Co-Edited by Dr. Gary Anderson and Dr. Kathryn
Herr:
1. Anderson, G. & Herr, K. (2015). New public management and the
new
professional educator: Framing the issue. Education Policy Analysis
Archives, 23(84). http://dx.doi.org/10.14507/
2. Anderson, G., & Cohen, M. I. (2015). Redesigning the
identities of
teachers and leaders: A framework for studying new professionalism and
educator resistance. Education Policy Analysis Archives, 23(85).
http://dx.doi.org/10.14507/
3. Herr, K. (2015). Cultivating disruptive subjectivities:
Interrupting the
new professionalism. Education Policy Analysis Archives, 23(86).
http://dx.doi.org/10.14507/
4. Montecinos, C., Ahumada, L., Galdames, S., Campos, F. & Leiva,
M.V.
(2015). Targets, threats and (dis)trust: The managerial troika for public
school principals in Chile. Education Policy Analysis Archives, 23 (87),
http://dx.doi.org/10.14507/
5. Hall, D., & McGinity, R. (2015). Conceptualizing teacher
professional
identity in neoliberal times: Resistance, compliance and reform. Education
Policy Analysis Archives, 23(88). http://dx.doi.org/10.14507/
6. Mungal, A. S. (2015). Hybridized teacher education programs in
NYC: A
missed opportunity? Education Policy Analysis Archives, 23(89).
http://dx.doi.org/10.14507/
Sincerely,
Stephanie McBride-Schreiner
ASU
[email protected]
education policy analysis archives
Vol 23 (2015)
Table of Contents
http://epaa.asu.edu/ojs/issue/
Articles
——–
Looking Beyond School Walls: An Environmental Scan of Minneapolis Public
Schools, 2004-2008 (1)
Nicola A. Alexander, Wonseok Choi
Students’ acceptance of university institutions (3)
Javier Calvo de Mora, María-Jesús Gallego-Arrufat, Francisco-J.
Lamas, Pedro-Antonio García-López
Bolivian Teachers’ Agency: Soldiers of Liberation or Guards of Coloniality
and Continuation? (4)
Mieke T. A. Lopes Cardozo
Rethinking Institutional Secularization as an (Im)possible “Policy” (5)
Ezequiel Gomez Caride
Educational Expertise, Advocacy, and Media Influence (6)
Joel R. Malin, Christopher Lubienski
Public Policies and Strategies for the Development of Research in Argentine
Private Universities (12)
Cecilia Adrogue, Ángela Corengia, Ana García de Fanelli, María Pita
Carranza
The Common Sense as Experience of Democratic Construction: Studies in
Schools in Contexts of Poverty in Chile (13)
Silvia Redon Pantoja, José Félix Angulo Rasco, Natalia I. Vallejos
Called to be Protagonists. Education Policy, Youth Mobilization and
Participation of Secondary Education Students. Province of Buenos Aires,
Argentina, 2009-2014 (18)
Marina Larrondo
Healthcare Education in Schools: A Curriculum Proposal Introduced Into
Spanish Schools in the Name of Unchecked Development (19)
Aida Terrón Bañuelos
Spiral of Decline or “Beacon of Hope:” Stories of School Choice in a
Dual Language School. (25)
Timothy Marc Pearson, Jennifer R. Wolgemuth, Soria E. Colomer
No Child Left Behind and Administrative Costs: A Resource Dependence Study
of Local School Districts (26)
Stephen R. Neely
Expanding Downward: Innovation, Diffusion, and State Policy Adoptions of
Universal Preschool (36)
F. Chris Curran
No Stone Left Unturned: Exploring the Convergence of New Capitalism in
Inclusive Education in the U.S. (37)
Federico R. Waitoller, Elizabeth B. Kozleski
A Value-Added Study of Teacher Spillover Effects Across Four Core Subjects
in Middle Schools (38)
Kun Yuan
Are Teachers Crucial for Academic Achievement? Finland Educational Success
in a Comparative Perspective (39)
Eduardo Andere
Teachers’ Engagement with Educational Research: Toward a Conceptual
Framework for Locally-Based Interpretive Communities (40)
Sardar M. Anwaruddin
On Doing an Analysis of Equity and Closing the Opportunity Gap (41)
Deborah A. Verstegen
Impacts of Arizona’s SB 1070 on Mexican American Students’ Stress,
School Attachment, and Grades (42)
Richard A. Orozco, Francesca López
Identification of Elementary Teachers’ Risk for Stress and Vocational
Concerns Using the National Schools and Staffing Survey (43)
Richard G. Lambert, Christopher J. McCarthy, Paul G. Fitchett, Sally
Lineback, Jenson Reiser
Social Index of Educational Effectiveness: A New Approach from the
Perspective of Promoting Equity (50)
Ulisses Azevedo Leitão
“Making the Difficult Choice”: Understanding Georgia’s Test-Based
Grade Retention Policy in Reading (51)
Andrew Prescott Huddleston
School Objects? When New Characters Enter the Scene (52)
Vera Lucia Gaspar da Silva, Lucia de Graca Cruz Dominues Amante
School Processes and Internal Efficiency: What is the Relationship with the
Academic Achievement in Mexican Vocational Schools? (53)
Ademir Alfredo Ramirez-Zambrano, Francisco Justiniano
Velasco-Arellanes, José Ángel Vera-Noriega
Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as
Math and Reading Teachers (54)
Anna Jacob Egalite, Daniel H. Bowen, Julie R. Trivitt
The Effectiveness of Mexico’s Faculty Improvement Program (Promep) in
Public State Universities (55)
Teresa Guzman, Cruz Alberto Martínez-Arcos
Teachers and Curriculum Materials in the Teaching of Social and Natural
Sciences. An Analysis on Andalusian Teachers’ Beliefs and Reflective
Practice (Spain) (56)
Gabriel Travé-González, Francisco José Pozuelos-Estrada, Antonio
Soto-Rosales
Ideas of Justice and Conflict: Differences between Regulations and
Commitments of Coexistence and Youth Perception of Justice in Schools (57)
Pedro Nuñez
Are Dual Enrollment Students College Ready? Evidence from the Wabash
National Study of Liberal Arts Education (58)
Brian P. An, Jason L. Taylor
Managing the Dynamics of the Bologna Reforms: How Institutional Actors
Re-Construct the Policy Framework (59)
Amelia Veiga, Guy Neave
School Vouchers and Student Neighborhoods: Evidence from the Milwaukee
Parental Choice Program (60)
Deven E. Carlson, Joshua M. Cowen
Measuring the Alignment between States’ Finance and Accountability
Policies: The Opportunity Gap (61)
Matthew R. Della Sala, Robert C. Knoeppel
Do Algorithms Homogenize Students’ Achievements in Secondary School Better
Than Teachers’ Tracking Decisions? (62)
Florian Klapproth
Examining English Language Arts Common Core State Standards Instruction
through Cultural Historical Activity Theory (63)
Jennifer Barrett-Tatum
Repercussions of FUNDEF/FUNDEB on Initial Remuneration of Teachers from
Pará’s State Public School System (64)
Fabrício Aarão Freire Carvalho
The Construction of the Pedagogic Political Project: Contributions of
Collaborative Action Research (65)
Dirléia Fanfa Sarmento, Cledes Antônio Casagrande
Motivations for Internationalization of Higher Education: A Study of
Multiple Cases in a Higher Education Denominational International System
(66)
Everson Muckenberger, Irene Kazumi Miura
High and Low Value-Added Schools. Differential Profiles of Secondary Schools
in Baja California (Mexico) (67)
Maria Castro-Morera, Adán Moisés García-Medina, Luis Horacio
Pedroza-Zuñiga, Joaquín Caso-Niebla
Competency Curriculum Reform: The Experience in the Preparatorias Federales
por Cooperacion (68)
Cesar Silva Montes
Mapping the Profit Motive: A Comparative Analysis of For-Profit and
Non-Profit Charter Schools (69)
William Brett Robertson
The Influence of Multiple Administrations of a State Achievement Test on
Passing Rates for Student Groups (70)
Joseph F. T. Nese, Gerald Tindal, Joseph J. Stevens, Stephen N. Elliott
Legitimacy in University Government: A New Typology (71)
Andres Bernasconi, Paula Clasing
Equity of Access to Higher Education: The “Class Rank” as a Mechanism of
Inclusion in the Chilean Admission System (72)
Daniel Casanova
The Link of Teacher Career Paths on the Distribution of High Qualified
Teachers: A Chilean Case Study (73)
Maria del Rosario Rivero
Barriers to Success? The Role of Statewide Education Governance Structures
in P-20 Council Collaboration (74)
Jennifer Rippner
Not Ready for College, but Ready for the Military: A Policy Challenge for
the College- and Career-Readiness Agenda (75)
Erin L Castro
Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures:
Undermined Intentions and Exacerbated Inequities (76)
Kimberly Kappler Hewitt
Between Art and Teaching: A Study on the Profile of Alumni from
Undergraduate Dance Programmes in Southern Brazil (77)
João Souza, Marcelo de Andrade Pereira, Gilberto Icle
Graduation in Accounting Sciences – Emphasis on Competences: Contributions
to the Debate (78)
Marcos Laffin
Parental Trigger Laws and the Power of Framing in Educational Politics (79)
Abe Feuerstein
Red Beads and Profound Knowledge: Deming and Quality of Education (80)
Sharon Lohr
Performance Measures for Teachers and Teacher Education: Corporate Education
Reform Opens the Door to New Legal Issues (81)
Diana Pullin
Official Policies and Teachers’ Tendency to Act: Exploring the
Discrepancies in Teachers’ Perceptions (82)
Orly Shapira – Lishchinsky, Israel Zvi Gilat
Lessons from a Federal Grant for School Diversity: Tracing a Theory of
Change and Implementation of Local Policies (83)
Elizabeth DeBray, Kathryn McDermott, Erica Frankenberg, Ann Elizabeth
Blankenship
Educação especial: diferenças, currículo e processos de ensino e
aprendizagem
——–
Between Policies and Practices: The Challenges of Inclusive Education (27)
Marcia Denise Pletsch, Geovana Mendonça Lunardi Mendes
School Inclusion Policy and Curricular Practices: Teaching Strategies for
Target Audience Conceptual Elaboration of Special Education (28)
Regina Célia Linhares Hostins, Suelen Garay Figueiredo Jordão
Continuing Education for Public Administrators in Special Education: Local
Policy for School Inclusion (29)
Denise Meyrelles de Jesus, Edson Pantaleão, Mariangela Lima de Almeida
School Enrichment Activities as a Strategy to Contribute to the School
Inclusion of Students With High Ability/Giftedness (30)
Soraia Napoleão Freitas, Andréia Jaqueline Devalle Rech
Assessment of Students with Intellectual Disabilities Literacy Condition in
Inclusive Context (31)
Anna Augusta Sampaio de Oliveira
Comparative Study of School Inclusion Policy School for Students with
Physical Disabilities in Three Brazilian Municipalities (32)
Emanuele Teixeira Andrade, Enicéia Gonçalves Mendes
Teachers in Specialized Education Support Services: Responsibilities and
Impossibilities (33)
Juliana Telles de Castro, Alexandre Fernandez Vaz
Use of Graphic Systems in the Routine of Regular Classroom With a Disabled
Student (34)
Débora Deliberato, Leila Regina D’Oliveira Paula Nunes
Special Education in Perspective: Implications for Articulated Teaching in
High School and Technological (35)
Fabiane Adela Tonetto Costas, Claucia Honnef
Teach For All
——–
Theorizing and Documenting the Spread of Teach For All and its Impact on
Global Education Reform (44)
Rolf Straubhaar, Daniel Friedrich
Teach For All: Storytelling “Shared Solutions” and Scaling Global
Reform (45)
Chloe Ahmann
Crème de la Crème: The Teach For All Experience and Its Lessons for
Policy-Making in Latin America (46)
Belen Cumsille R., Ariel Fiszbein
Teach For America and Teach For All: Creating an Intermediary Organization
Network for Global Education Reform (47)
Priya Goel La Londe, T Jameson Brewer, Christopher A Lubienski
Making All Children Count: Teach For All and the Universalizing Appeal of
Data (48)
Daniel Friedrich, Mia Walter, Erica Colmenares
Commentaries
——–
Issues of Teacher Performance Stability are Not New: Limitations and
Possibilities (2)
Thomas L. Good, Alyson L. Lavigne
The Worst of Both Worlds: How U.S. and U.K. Models are Influencing
Australian Education (49)
Stephen Dinham
A New Paradigm for Educational Accountability
——–
Meaningful Learning in a New Paradigm for Educational Accountability: An
Introduction (7)
Linda Darling-Hammond, Jon Snyder
A New Era for Educational Assessment (8)
David Conley
Assessment and Accountability to Support Meaningful Learning (9)
Scott Marion, Paul Leather
Superintendents’ Recommendations for a New Federal Framework for
Educational Accountability (10)
S. Dallas Dance
Accountability Is More Than a Test Score (11)
Stephan Turnipseed, Linda Darling-Hammond
Professional Capacity and Accountability: An Introduction (14)
Linda Darling-Hammond, Jon Snyder
Professional Capital as Accountability (15)
Michael Fullan, Santiago Rincón-Gallardo, Andy Hargreaves
Professional Accountability for Improving Life, College, and Career
Readiness (16)
Jon Snyder, Travis Bristol
A Coherent System of Teacher Evaluation for Quality Teaching (17)
Accomplished California Teachers
Accountability for Resources and Outcomes: An Introduction (20)
Linda Darling-Hammond, Jon Snyder
Resource accountability: Enforcing state responsibilities for sufficient and
equitable resources used effectively to provide all students a quality
education (21)
David G. Sciarra, Molly A. Hunter
California’s first year with local control finance and accountability (22)
David Menefee-Libey, Charles Taylor Kerchner
New accountability in California through local control funding reforms: The
promise and the gaps (23)
John T. Affeldt
Fifty years later: A chance to get ESEA back on track (24)
Joseph Bishop
New Public Management and the New Professional: Compliance, Appropriation
and Resistance
——–
New Public Management and the new professionalism in education: Framing the
issue (84)
Gary Anderson, Kathryn Herr
Redesigning the identities of teachers and leaders: A framework for studying
new professionalism and educator resistance (85)
Gary Anderson, Michael Cohen
Cultivating disruptive subjectivities: Interrupting the new professionalism
(86)
Kathryn Herr
Conceptualizing teacher professional identity in neoliberal times:
Resistance, compliance and reform (88)
David Hall, Ruth McGinity
Hybridized teacher education programs in NYC: A missed opportunity? (89)
Angus Shiva Mungal
Targets, threats and (dis)trust: The managerial troika for public school
principals in Chile (87)
Carmen Montecinos, Luis Ahumada, Sergio Galdames, Fabián Campos, María
Verónica Leiva
Education Policy Analysis Archives
Website: http://epaa.asu.edu/ojs
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