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Educational Policy is a peer-reviewed journal published by SAGE, covering School Choice and Performance, Teacher Education and Leadership Studies, Educational Assessment and Improvement.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Educational Policy, 12(3), pp. 45–58.
Formats any DOI in Educational Policy style. No sign-up. |
| Publishes research in | School Choice and Performance Teacher Education and Leadership Studies Educational Assessment and Improvement Parental Involvement in Education Higher Education Research Studies |
| ISSN | 0895-9048 |
| Citation impact (2-yr) | 2.54 |
| h-index | 93 |
| i10-index | 839 |
| Total citations | 41,691 |
| Top institutions publishing here | University of Wisconsin–Madison |
| Journal website | epx.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools…
This article raises questions about current educational reform efforts now underway in a number of nations. Research from a number of countries is used to document some of the hidden differential effects of two connected strategies—neo-liberal inspired market proposals and neo-liberal, neo-conservative, and middle class managerial inspired regulatory proposals, including national curricula and national testing.…
During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the “reform” stimulated by the National Council of Teachers of Mathematics’ Curriculum and Evaluation Standards for School Mathematics. Traditionalists fear that reform-oriented, “standards-based” curricula are superficial and…
This article outlines some theoretical and methodological parameters of a critical practice approach to policy. The article discusses the origins of this approach, how it can be uniquely adapted to educational analysis, and why it matters—not only for scholarly interpretation but also for the democratization of policy processes as well. Key to the exposition is…
High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of “racial projects” and “neoliberal multiculturalism,” and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so…
