From our journals: A special issue on education policy and social networks, and more

By

Meghan Krein

This month, we dive into the challenge of educating global citizens, and take a look at the motivations of emergency certified teachers. We also feature a special issue of EPAA about new directions for the use of social network analysis in education policy. 

Educating Students to Improve the World

By: Marta Estellés Frade (MLFTC alumna), Universidad de Cantabria, Spain

Published in: Education Review, Aug. 5, 2020

Fernando M. Reimers writes “Educating Students to Improve the World” with the intention of bridging the gap between educational research and school practice to face the challenge of educating global citizens, says Estellés Frade. “His extensive experience in the design of global education programs and his vast knowledge of empirical research in this field allow him to outline an implementation model and framework that takes into account many dimensions of educational change: cultural, psychological, professional, institutional and political,” she says. Estellés Frade concludes a more critical perspective toward school reform and global citizenship education is needed if the book is to avoid becoming another addition to an already crowded curriculum or a reproducer of a Western hegemonic tradition.

Power, brokers, and agendas: New directions for the use of social network analysis in education policy

By: Emily Hodge, Montclair State University; Joshua Childs, The University of Texas at Austin and Wayne Au, University of Washington, Bothell

Published in: Education Policy Analysis Archives, Aug. 17, 2020

In this special issue the authors use social network analysis to explore policy networks, broaden the current literature of sociological approaches to SNA, and incorporate new lenses for interpreting policy networks from political science or other academic disciplines. The articles, Hodge, Childs and Au say, apply SNA to many education policy issues, including large scale policies such as the Every Student Succeeds Act and the Common Core State Standards, charter schools and the relationship between system and non-system actors.  

Emergency certified teachers’ motivations for entering the teaching profession: Evidence from Oklahoma

By: Tyler J. Mobra and Danile E. Hamlin, University of Oklahoma 

Published in: Education Policy Analysis Archives, July 27, 2020

Mobra and Hamlin say the use of emergency certification to fill teaching vacancies has increased in many school districts across the U.S. According to previous research, teachers’ underlying motivations for entering the profession are associated with student outcomes, but little is known about the motivations of emergency certified teachers, say the authors. The two interviewed 30 emergency certified teachers in Oklahoma where emergency certification has quickly risen. Their findings indicate that emergency certified teachers are intrinsically motivated, similar to traditionally certified teachers. That said, “emergency certified teachers also report motivations that seemed to be markedly different, such as using teaching as a contingency employment option or wanting to test out the profession before committing to it.” 

About our journals

MLFTC sponsors three innovative, open-access journals on education scholarship. EPAA is a peer-reviewed, international, multilingual and multidisciplinary journal designed for researchers, practitioners, policymakers and development analysts concerned with education policies. Education Review publishes reviews of books on education topics and Acquired Wisdom essays by esteemed educational researchers, and CIE is a peer-reviewed journal led by MLFTC graduate students. 

Contact Stephanie McBride-Schreiner to learn more about our journals.