Acceso usuarios
Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs
Jennifer Adair
A critical policy analysis of Texas’ Closing the Gaps 2015
Katherine Cumings Mansfield, Stefani Leigh Thachik
An empirical test of Oklahoma’s A-F grades
Curtis Adams, Patrick B. Forysth, Jordan K. Ware, Mwarumba Mwavita, Laura L. Barnes, Jam Khojasteh
Widening the gap: Unequal distribution of resources for K–12 science instruction
P. Sean Smith, Peggy J. Trygstad, Eric R. Banilower
Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA
Emilie Mitescu Reagan, Thomas Schram, Kathryn McCurdy, Te-Hsin Chang, Carla M. Evans
Emilia Moreno Sánchez, Carmen Márquez Vázquez
Examining charter school policy and public school district resource allocation in Ohio
Matthew Allen Linick
Ain A. Grooms
The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations
María Teresa Tatto, Corey Savage, Wei Liao, Stefanie L. Marshall, Paul Goldblatt, Leonardo M. Contreras
Terris Raiford Ross
Opting out: Parents creating contested spaces to challenge standardized tests
Dana Mitra, Bryan Mann, Mark Hlavacik
Jason Giersch, Martha Cecilia Bottia, Roslyn Arlin Mickelson, Elizabeth Stearns
A preliminary analysis of California’s New Local Control Funding Formula
Rebecca Wolf, Janelle Sands
Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA
Andrew R. Ratner, Joni S. Kolman
Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea
Alfredo J. Artiles, Elizabeth B. Kozleski
Why theory matters: An examination of contemporary learning time reforms
Daniela K. DiGiacomo, Joshua J. Prudhomme, Hannah R. Jones, Kevin G. Welner, Ben Kirshner
Bruce D. Baker, Mark Weber
No Child Left Behind: A postmortem for Illinois
Wm. Gregory Harman, Camille Boden, Jeremy Karpenski, Nicole Muchowicz
Impact on student learning: National Board Certified Teachers’ perspectives
Teresa M. Petty, Amy J. Good, Laura K. Handler
“Community Aware” education policy: Enhancing individual and community vitality
Hope Casto, Brian Mcgrath, John W. Sipple, Liz Todd
A case for competencies: Assessing the value of trait-based performance appraisal for non-faculty university employees
Emily A Messa, Catherine L. Horn, Teri Elkins Longacre, F. Richard Olenchak, Lisa M. Penney
“Stay with your words”: Indigenous youth, local policy, and the work of language fortification
Elizabeth Sumida Huaman, Nathan D. Martin, Carnell T. Chosa
Exploring quality programs for English language learners in charter schools: A framework to guide future research
Peggie Garcia, P. Zitlali Morales
Local control in the era of accountability: A case study of Wisconsin preK
Elizabeth Graue, Bethany Wilinski, Amato Nocera
Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development
Elizabeth Covay Minor, Laura Desimone, Jade Caines Lee, Eric D. Hochberg
Desafios históricos da inclusão: Características institucionais de duas novas universidades federais brasileiras
Eduardo Santos, Tiago Manuel Tavares Sousa
Produção científica em MOOCs no contexto do ensino superior: Uma abordagem de análise de redes sociais
Dora Simões
The presidential platform on twenty-first century education goals
Ariel Tichnor Wagner, Allison Rose Socol
