Handbook of Education Policy Research, 2nd Edition
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Handbook of Education Policy Research, 2nd Edition
Lora Cohen-Vogel , Peter Youngs, Janelle Scott
The second edition of the Handbook of Education Policy Research—the largest volume published in AERA’s history—addresses a variety of policy and contextual issues in early childhood, K–12, and postsecondary education that have received extensive empirical attention during the past 15 years. With the pandemic and social turmoil as a backdrop, the editors build on the breadth and depth of the first edition while expanding the scope of the project to include subjects, methods, theories, and analyses that have contributed powerfully to the study of education policy and politics in the 2010s and 2020s. The field has become more comprehensive and inclusive, and the authors represent a diversity of racial/ethnic and gender identities and intellectual and disciplinary orientations. Most chapters come from multiple authors, reflecting the multi-sourced development of research in education policy since the first volume was published. This compilation consists of 70 chapters and nine commentaries that map past, present, and future directions of the field and richly attend to critical issues of interest to students, researchers, policy makers, and practitioners.
Title information
About the Editors
Lora Cohen-Vogel (PhD) is the Frank A. Daniels Distinguished Professor in the School of Education at the University of North Carolina at Chapel Hill. She uses improvement research approaches in partnership with school districts and community collaboratives throughout the United States. Her recent books on the topic include The Foundational Handbook on Improvement Research in Education (co-editor, 2022, Rowman & Littlefield) and Learning
to Deliver: How to Achieve Deeper Learning Equitably Through Systems Transformation (forthcoming with Harvard Education Press).
Peter Youngs is professor and chair of the Department of Curriculum, Instruction, and Special Education at University of Virginia. His research interests focus on how teacher preparation, induction, professional development, and evaluation policies are associated with beginning teachers’ instruction, commitment, and retention. He is currently studying the use of neural networks to automatically classify instructional activities in video recordings of elementary
lessons and provide feedback to teachers. He served as co-editor for the American Educational Research Journal from 2019 through 2024.
Janelle Scott is a professor and the Birgeneau Chair in Educational Disparities at the University of California, Berkeley. She is a member of the National Academy of Education
and a Fellow of AERA. She served as AERA president in 2024–2025. Her research centers on the politics of educational policy in a multiracial, segregated, and unequal society, including studies on school choice policies, privatization, and philanthropy. Her books include The Politics of Education Policy in an Era of Inequality: Possibilities for Democratic Schooling (co-authored with S. Douglass and G. Anderson, 2019/2025), and Racialization and Educational Inequality in Global Perspective (co-edited with M. Bajaj, 2023).