1.Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

作　　者：Angus Shiva Mungal

出　　处：Education Policy Analysis Archives. 2016 ;24:17.doi:10.14507/epaa.24.2037

出版社：Arizona State University

文章 ID：185354118

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2.Cultivating political powerhouses: TFA corps members experiences that shape local political engagement

作　　者：Rebecca Jacobsen ;Rachel White ;Sarah Reckhow

出　　处：Education Policy Analysis Archives. 2016 ;24:18.doi:10.14507/epaa.24.1924

出版社：Arizona State University

文章 ID：185354119

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3.Locating and applying critical discourse analysis within education policy

作　　者：Jessica Nina Lester ;Chad R. Lochmiller ;Rachael Gabriel

出　　处：Education Policy Analysis Archives. 2016 ;24:102.doi:10.14507/epaa.24.2768

出版社：Arizona State University

文章 ID：185354120

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4.Complicating the rhetoric: How racial construction confounds market-based reformers’ civil rights invocations

作　　者：Laura Elena Hernandez

出　　处：Education Policy Analysis Archives. 2016 ;24:103.doi:10.14507/epaa.24.2321

出版社：Arizona State University

文章 ID：185354121

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5.A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers

作　　者：Carl Emery

出　　处：Education Policy Analysis Archives. 2016 ;24:104.doi:10.14507/epaa.24.2236

出版社：Arizona State University

文章 ID：185354122

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6.An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites

作　　者：Margarita Jimenez-Silva ;Katie Bernstein ;Evelyn Baca

出　　处：Education Policy Analysis Archives. 2016 ;24:105.doi:10.14507/epaa.24.2291

出版社：Arizona State University

文章 ID：185354123

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7.Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten

作　　者：Michael H. Little ;Lora Cohen-Vogel

出　　处：Education Policy Analysis Archives. 2016 ;24:106.doi:10.14507/epaa.24.2293

出版社：Arizona State University

文章 ID：185354124

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8.Political contestation and discourses of meaning: Revising Minnesota’s school integration revenue statute

作　　者：Allison Mattheis

出　　处：Education Policy Analysis Archives. 2016 ;24:107.doi:10.14507/epaa.24.2314

出版社：Arizona State University

文章 ID：185354125

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9.Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers

作　　者：Sarah Winchell Lenhoff ;Jasmine B. Ulmer

出　　处：Education Policy Analysis Archives. 2016 ;24:108.doi:10.14507/epaa.24.2273

出版社：Arizona State University

文章 ID：185354126

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10.Exploring the use of Stephen J. Ball’s theoretical tools for the analysis of education policies in Latin America

作　　者：Jason Beech ;Analía Inés Meo

出　　处：Education Policy Analysis Archives. 2016 ;24:23.doi:10.14507/epaa.24.2417

出版社：Arizona State University

文章 ID：185354127

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