Journal website: http://epaa.asu.edu/ojs/ Manuscript received: 3/4/2018 Facebook: /EPAAA Revisions received: 3/5/2018 Twitter: @epaa_aape Accepted: 3/6/2018 SPECIAL ISSUE Navigating the Contested Terrain of Teacher Education Policy and Practice education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 26 Number 32 March 12, 2018 ISSN 1068-2341 Responding to Policy Challenges with Research Evidence: Introduction to Special Issue Elena Aydarova Auburn University & David C. Berliner Arizona State University United States Citation: Aydarova, E., & Berliner D. C. (2018). Responding to policy challenges with research evidence: Introduction to special issue. Education Policy Analysis Archives, 26(32). http://dx.doi.org/10.14507/epaa.26.3753 This article is part of the Special Issue, Navigating the Contested Terrain of Teacher Education Policy and Practice, guest edited by Elena Aydarova and David Berliner. Abstract: In a policy climate where various actors claim to have solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices and omit important perspectives. This special issue brings together scholars who attend to the voices, perspectives, and issues overlooked by teacher education policy debates dominated by market logic and accountability pressures. It highlights debates surrounding teacher performance assessments, teacher candidate selection, value-added assessments, as well as http://epaa.asu.edu/ojs/ http://dx.doi.org/10.14507/epaa.26.3753 Education Policy Analysis Archives Vol. 26 No. 32 SPECIAL ISSUE 2 teacher preparation for linguistically diverse learners. The introduction to the special issue explores different dimensions of the relationship between research and practice urging teacher educators to become more proactive in policy debates. Keywords: teacher education, educational policy, education reform, educational research, policy advocacy Responder a los desafíos políticos con evidencia de investigación : Introducción al número especial Resumen: En un clima político en el que varios actores afirman tener soluciones para los desafíos permanentes de la formación del profesorado, las deliberaciones sobre políticas dejan de lado ciertas voces y omiten perspectivas importantes. Este número especial reúne a académicos que atienden las voces, perspectivas y problemas que pasan por alto los debates sobre políticas de educación docente dominados por la lógica del mercado y las presiones de rendición de cuentas. Destaca los debates en torno a las evaluaciones del rendimiento docente, la selección de candidatos docentes, las evaluaciones de valor agregado, así como la preparación del docente para alumnos lingüísticamente diversos. La introducción al número especial explora diferentes dimensiones de la relación entre la investigación y la práctica instando a los formadores de docentes a ser más proactivos en los debates sobre políticas. Palabras clave: formación del profesorado, política educativa, reforma educativa, investigación educativa, defensa de políticas Respondente a desafiadores políticos com evidencia de pesquisa: Introdução o dossiê especial Resumo: Em um clima político no qual vários actores afirman ter soluções para os desafíos permanentes da formação do profecio, as deliberações sobre políticas do lado do ceu desejado. Este número especial reúne-se a academicos que atienden as voces, perspectivas e problemas que passam por alto os debates sobre políticas de educação docente dominados pela lógica do mercado e as presidências de rendição de contas. Destaca os debates em torno das avaliações do desempenho, a escolha de candidatos, as avaliações de valor agregado, assim como a preparação do docente para alunos multilinguados diversos. A introdução o dossiê especial explora diferentes dimensões da relação entre a pesquisa e a prática instando os formadores de documentos no ser mais proativos nos debates sobre políticas. Palavras-chave: formation del profesorado, política educativa, reforma educativa, investigación educativa, defensa de políticas Responding to Policy Challenges with Research Evidence In the introduction to the first part of the special issue, we underscored a new set of priorities for the teacher education community: engaging in dialogue within and beyond the field of teacher education, building collectives to work together as public intellectuals, and developing alliances with diverse stakeholders to create cultural change towards equity and social justice in public education. An important centerpiece of all these activities is teacher educators’ research that could inform the public and the policymaking community about ways the field could move forward (Grossman, 2008; Grossman & McDonald, 2008; National Research Council, 2010; Sleeter, 2014; Tatto, Richmond, & Carter Andrews, 2016; Zeichner & Conklin, 2016). Responding to policy challenges with research evidence 3 Many scholars argue that in order to influence policy, studies in teacher education should utilize randomized control (National Research Council, 2010; Zeichner, 2005) or large-scale mixed- methods designs (Sleeter, 2012). Yet the most influential reports from the non-profit or private sector rarely display such methodological sophistication. For example, a highly cited report by Barber and Mourshed (2007) produced by the McKinsey & Co is based on interviews, a literature survey, and “an analysis of the achievements of the best-performing school systems” (p. 8). Despite the report’s methodological vagueness and conceptual weakness (Coffield, 2012), it is well known in the policy community. Educational reformers around the world often repeat its catchy claim – “the quality of an education system cannot exceed the quality of its teachers” – as they usher in educational change (Aydarova, in progress; Paine, Blöemeke, & Aydarova, 2015). All of this suggests that the relationship between research and policy is complex, and it behooves us to engage with that complexity instead of moving to prescriptions for the most convincing research designs. The manuscripts selected for this special issue attempt to do just that. They approach the relationship between research and policy from different angles, moving from critical appraisals of teacher education policies to direct interventions in policy debates that create alternative paths for teacher education reforms. Charisse Gulosino’s manuscript (this volume) focuses on the use of value-added models (VAMs) to compare the effectiveness of different teacher preparation programs. The author analyzes the Tennessee report card based on VAMs using the constructs of accuracy, consistency, measurement validity, as well as usability. The paper highlights omissions in the report card and sheds light on variations between different routes into teaching, such as traditional university-based programs, Teach for America, or residency programs, obscured by the report card. Gulosino cautions against overreliance on VAMs and urges policy-makers to take up a more fine-grained approach to evaluating teacher education programs. Another example of critical engagement with teacher education policies is Beatriz Fernandez’s manuscript “Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies.” This paper explores how globally circulated teacher education reform proposals found traction in Chile. Fernandez applies critical policy analysis to a corpus of government policies and reports that steer teacher education. Her analysis shows how the Chilean Ministry of Education, as is true internationally, blamed K-12 students’ underachievement on the low quality of teachers produced by teacher education’s lack of selectivity. Echoing the proposals circulated by global actors, such as the OECD and McKinsey & Co, the Chilean government focused on increasing teacher education’s selectivity and strengthening their subject knowledge preparation. The story that justified these measures was the importance of education for national development. Instead of approaching teacher education from the distributive justice perspective, these policies placed responsibilities for structural inequalities on individual teachers and students. This manuscript highlights the narrowing conceptions of justice and equity that inform teacher education reforms globally. One potential implication of these findings is that teacher educators should pursue transnational networks that could create opportunities for collective responses across national borders. Continuing with the theme of selectivity, Jennifer Waddell and Jacob Marszalek (this volume) respond to the call emanating from different policy communities for teacher education programs to improve the quality of the candidates they admit. While the Council for Accreditation of Educator Preparation urges teacher preparation programs to raise their admission standards based on students’ GPAs and standardized assessment scores, Waddell and Marszalek evaluate an alternative approach to candidate selection – the Haberman Star Teacher Interview Protocol. The protocol evaluates teaching candidates on such categories as persistence, response to authority, Education Policy Analysis Archives Vol. 26 No. 32 SPECIAL ISSUE 4 application of theory and generalizations, their approach to at-risk students, their resilience, their potential for burnout, among other factors. Using data collected over six years from over 100 students, the authors test whether this tool is useful for identifying which students would complete or leave an urban teacher preparation program. Their analysis reveals that while the total score on the questionnaire had low predictive validity, subquestion scores improved classification rates. This manuscript challenges current policy priorities of greater selectivity and underscores the importance of considering more than students’ academic ability during candidate selection. Francesca López and Lucrecia Santibaňez analyze policies about preparing teachers to work with emergent bilinguals in Arizona, California, and Texas. Using content analysis, the authors show that the Texas models of teacher preparation for emergent bilinguals are more closely aligned with the recommendations provided by the scholarly community. López and Santibaňez also analyze data on teachers’ self-efficacy, their job satisfaction, and their perceptions of the professional development they receive, noting that despite some similarities, teachers in California and Arizona reported being less prepared to meet the needs of emergent bilinguals. Finally, Lopez and Santibanez connect these findings with student achievement data to show that emergent bilinguals in Texas tend to perform better on national assessments than their peers in Arizona or California. While there are multiple intervening factors that could affect how students perform on standardized assessments, this paper highlights the fact that student achievement could be improved if policies that shape teacher preparation for diverse learners are informed by the scholarship in relevant fields. This manuscript’s findings raise important questions about how teacher educators could communicate research findings and scholarly recommendations to policy-makers in ways that have a greater impact on policy-making processes. The final manuscript, “Building a Dangerous Outpost in the Green Mountain State” by David McGough, Claudine Bedell, and Barri Tinkler, extends the dialogue about the use of edTPA for teacher licensure in the first part of the special issue and offers insights for research to policy connections raised by the second part. The manuscript presents a case of teacher educators’ engagement with the policy-making community, documenting how Vermont opted out of using edTPA. The manuscript uses narrative policy analysis to reconstruct the process of negotiations, contestations, and collaborations that Vermont teacher educators participated in to create an alternative assessment for teacher licensure that, according to the authors, fits the local context better than national assessments. This manuscript is a story of possibility and hope. Despite numerous contestations about teacher preparation policies, it is possible for teacher educators to get their voices heard by policy-makers and to make a difference in shaping the future of the field. Concluding the work on this special issue, we want to acknowledge that the teacher education community has taken steps to become more responsive to policy changes. For instance, the American Association of Colleges for Teacher Education offers a monthly Federal Update1 that informs the community about items on Congress’s agenda, budget negotiations, or federal policy reauthorizations. These updates also provide resources for policy advocacy, so that interested individuals could contact their legislators with ease. Perhaps what is necessary now is for teacher educators to become not just reactive but proactive in the policy-making processes, so that policy proposals become more responsive to the needs of teacher candidates and K-12 students that their graduates will ultimately serve. In the policy context where the drumbeat of reform is set by research that promotes a neoliberal agenda (Cochran-Smith & Villegas, 2016), teacher educators need to make their scholarship accessible to a variety of stakeholders and become savvy about getting research findings to legislators and policymakers before new reforms are conceptualized (White, 1 https://aacte.org/policy-and-advocacy/advocacy-center/federal https://aacte.org/policy-and-advocacy/advocacy-center/federal Responding to policy challenges with research evidence 5 2016). We hope that the manuscripts collected in the two parts of this special issue offer insights into ways that contemporary teacher educators could make their voices heard in order to disrupt policy ventriloquism and break down echo chambers created by philanthropic organizations and the non-profit sector (Zeichner & Conklin, 2016). As Barack Obama noted in his speech on hope: “Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.” References Aydarova, E. (in progress). Teacher education reform as political theater: Policy dramas in neoliberal contexts. Albany, NY: SUNY Press. Barber, M., & Mourshed, M. (2007). How the world's best-performing systems come out on top. London: McKinsey & Company. Cochran-Smith, M., & Villegas, A. M., with Abrams, L. W., Chávez-Moreno, L. C., Mills, T., & Stern, R. (2015). Research on teacher preparation: Charting the landscape of a sprawling field. In D. H. Gitomer & C. A. Bell (Eds.) Handbook of research on teaching (5th ed., pp. 439- 548). Washington, DC: American Educational Research Association. Coffield, F. (2012). Why the McKinsey reports will not improve school systems. Journal of Education Policy, 27(1), 131-149. Grossman, P. (2008). Responding to our critics: From crisis to opportunity in research on teacher education. Journal of Teacher Education, 59(1), 10-23. https://doi.org/10.1177/0022487107310748 Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205. https://doi.org/10.3102/0002831207312906 National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Washington, DC: National Academies Press. Paine, L., Blöemeke, S., & Aydarova, O. (2015). Teachers and teaching in the context of globalization. In D. H. Gitomer & C. A. Bell (Eds.) Handbook of research on teaching (5th ed., pp. 717-786). Washington, DC: American Educational Research Association. Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146-153. https://doi.org/10.3102/0013189X14528752 Tatto, M. T., Richmond, G., & Carter Andrews, D. J. (2016). The research we need in teacher education. Journal of Teacher Education 67(4), 247–250. https://doi.org/10.1177/0022487116663694 White, S. (2016). Teacher education research and education policy-makers: an Australian perspective. Journal of Education for Teaching, 42(2), 252-264. https://doi.org/10.1080/02607476.2016.1145369 Zeichner, K. M. (2005). A research agenda for teacher education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 737-759). Mahwah, NJ: Lawrence Erlbaum. Zeichner, K., & Conklin, H. G. (2016). Beyond knowledge ventriloquism and echo chambers: Raising the quality of the debate in teacher education. Teachers College Record, 118(12), 1-38. https://doi.org/10.1177%2F0022487107310748 https://doi.org/10.3102%2F0002831207312906 https://doi.org/10.3102%2F0013189X14528752 https://doi.org/10.1177%2F0022487116663694 https://doi.org/10.1080/02607476.2016.1145369 Education Policy Analysis Archives Vol. 26 No. 32 SPECIAL ISSUE 6 About the Authors/Guest Editors Elena Aydarova Auburn University eza0029@auburn.edu Website: https://elenaaydarova.com Elena Aydarova is Assistant Professor of Social Foundations at the Department of Educational Foundations, Leadership, and Technology at Auburn University. Her interdisciplinary research examines the interactions between global social change and the work of teachers, teaching, and teacher education through the lens of equity and social justice. Her projects have explored teacher education reforms in Russia and the US, internationalization of education, teacher retention, as well as privatization of teacher preparation. She has recently completed a book manuscript “Teacher Education Reforms as Political Theater: Policy Dramas in Neoliberal Contexts.” Throughout her career, Dr. Aydarova has taught in the United States, Ukraine, China, and the United Arab Emirates. David C. Berliner Arizona State University berliner@asu.edu David C. Berliner is Regents’ Professor Emeritus of Education at Arizona State University. Dr. Berliner is a member of the National Academy of Education (NEA), the International Education Academy (IEA), a Fellow of the Center for Advanced Study in the Beha vioral Sciences, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). He is the recipient of awards for distinguished contributions fr om APA, AERA, and the National Education Association (NEA). Dr. Berliner is co -author (with B. J. Biddle) of the best seller The Manufactured Crisis, co-author (with Ursula Casanova) of Putting Research to Work, co- author (with Gene Glass) of 50 Myths and Lies that Threaten America's Public Schools, and co-author (with N. L. Gage) of six editions of the textbook Educational Psychology. He is co-editor of the first Handbook of Educational Psychology and the books Talks to Teachers, and Perspectives on Instructional Time. Professor Berliner has also authored more than 200 published articles, technical reports, and book chapters. He has taught at the University of Arizona, University of Massachusetts, Teachers College and Stanford University, as well as univers ities in Australia, Canada, The Netherlands, Spain, and Switzerland. mailto:eza0029@auburn.edu https://elenaaydarova.com/ mailto:berliner@asu.edu Responding to policy challenges with research evidence 7 SPECIAL ISSUE Navigating the Contested Terrain of Teacher Education Policy and Practice education policy analysis archives Volume 26 Number 32 March 12, 2018 ISSN 1068-2341 Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non- commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available at http://creativecommons.org/licenses/by-nc-sa/3.0/. All other uses must be approved by the author(s) or EPAA. EPAA is published by the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University Articles are indexed in CIRC (Clasificación Integrada de Revistas Científicas, Spain), DIALNET (Spain), Directory of Open Access Journals, EBSCO Education Research Complete, ERIC, Education Full Text (H.W. Wilson), QUALIS A1 (Brazil), SCImago Journal Rank; SCOPUS, SOCOLAR (China). Please send errata notes to Audrey Amrein-Beardsley at Audrey.beardsley@asu.edu Join EPAA’s Facebook community at https://www.facebook.com/EPAAAAPE and Twitter feed @epaa_aape. http://www.doaj.org/ mailto:Audrey.beardsley@asu.edu https://www.facebook.com/EPAAAAPE Education Policy Analysis Archives Vol. 26 No. 32 SPECIAL ISSUE 8 education policy analysis archives editorial board Lead Editor: Audrey Amrein-Beardsley (Arizona State University) Editor Consultor: Gustavo E. Fischman (Arizona State University) Associate Editors: David Carlson, Lauren Harris, Eugene Judson, Mirka Koro-Ljungberg, Scott Marley, Iveta Silova, Maria Teresa Tatto (Arizona State University) Cristina Alfaro San Diego State University Gene V Glass Arizona State University Susan L. Robertson Bristol University, UK Gary Anderson New York University Ronald Glass University of California, Santa Cruz Gloria M. Rodriguez University of California, Davis Michael W. Apple University of Wisconsin, Madison Jacob P. K. Gross University of Louisville R. Anthony Rolle University of Houston Jeff Bale OISE, University of Toronto, Canada Eric M. Haas WestEd A. G. Rud Washington State University Aaron Bevanot SUNY Albany Julian Vasquez Heilig California State University, Sacramento Patricia Sánchez University of University of Texas, San Antonio David C. 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Waitoller University of Illinois, Chicago Matthew Di Carlo Albert Shanker Institute Sarah Lubienski Indiana University Larisa Warhol University of Connecticut Sherman Dorn Arizona State University William J. Mathis University of Colorado, Boulder John Weathers University of Colorado, Colorado Springs Michael J. Dumas University of California, Berkeley Michele S. Moses University of Colorado, Boulder Kevin Welner University of Colorado, Boulder Kathy Escamilla University of Colorado, Boulder Julianne Moss Deakin University, Australia Terrence G. Wiley Center for Applied Linguistics Melissa Lynn Freeman Adams State College Sharon Nichols University of Texas, San Antonio John Willinsky Stanford University Rachael Gabriel University of Connecticut Eric Parsons University of Missouri-Columbia Jennifer R. Wolgemuth University of South Florida Amy Garrett Dikkers University of North Carolina, Wilmington Amanda U. Potterton University of Kentucky Kyo Yamashiro Claremont Graduate University Responding to policy challenges with research evidence 9 archivos analíticos de políticas educativas consejo editorial Editor Consultor: Gustavo E. Fischman (Arizona State University) Editores Asociados: Armando Alcántara Santuario (Universidad Nacional Autónoma de México), Jason Beech (Universidad de San Andrés), Ezequiel Gomez Caride (Pontificia Universidad Católica Argentina), Antonio Luzon (Universidad de Granada), Angelica Buendia (Metropolitan Autonomous University), José Luis Ramírez (Universidad de Sonora) Claudio Almonacid Universidad Metropolitana de Ciencias de la Educación, Chile Inés Dussel, DIE-CINVESTAV, México Miriam Rodríguez Vargas Universidad Autónoma de Tamaulipas, México Miguel Ángel Arias Ortega Universidad Autónoma de la Ciudad de México Juan Carlos González Faraco Universidad de Huelva, España José Gregorio Rodríguez Universidad Nacional de Colombia, Colombia Xavier Besalú Costa Universitat de Girona, España María Clemente Linuesa Universidad de Salamanca, España Mario Rueda Beltrán Instituto de Investigaciones sobre la Universidad y la Educación, UNAM, México Xavier Bonal Sarro Universidad Autónoma de Barcelona, España Jaume Martínez Bonafé Universitat de València, España José Luis San Fabián Maroto Universidad de Oviedo, España Antonio Bolívar Boitia Universidad de Granada, España Alejandro Márquez Jiménez Instituto de Investigaciones sobre la Universidad y la Educación, UNAM, México Jurjo Torres Santomé, Universidad de la Coruña, España José Joaquín Brunner Universidad Diego Portales, Chile María Guadalupe Olivier Tellez, Universidad Pedagógica Nacional, México Yengny Marisol Silva Laya Universidad Iberoamericana, México Damián Canales Sánchez Instituto Nacional para la Evaluación de la Educación, México Miguel Pereyra Universidad de Granada, España Ernesto Treviño Ronzón Universidad Veracruzana, México Gabriela de la Cruz Flores Universidad Nacional Autónoma de México Mónica Pini Universidad Nacional de San Martín, Argentina Ernesto Treviño Villarreal Universidad Diego Portales Santiago, Chile Marco Antonio Delgado Fuentes Universidad Iberoamericana, México Omar Orlando Pulido Chaves Instituto para la Investigación Educativa y el Desarrollo Pedagógico (IDEP) Antoni Verger Planells Universidad Autónoma de Barcelona, España Paula Razquin Universidad de San Andrés, Argentina javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/802') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/819') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/820') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/4276') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/1609') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/825') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/797') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/823') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/798') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/555') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/814') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/2703') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/801') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/826') javascript:openRTWindow('http://epaa.asu.edu/ojs/about/editorialTeamBio/816') Education Policy Analysis Archives Vol. 26 No. 32 SPECIAL ISSUE 10 arquivos analíticos de políticas educativas conselho editorial Editor Consultor: Gustavo E. Fischman (Arizona State University) Editoras Associadas: Kaizo Iwakami Beltrao, (Brazilian School of Public and Private Management - EBAPE/FGV, Brazil), Geovana Mendonça Lunardi Mendes (Universidade do Estado de Santa Catarina), Gilberto José Miranda, (Universidade Federal de Uberlândia, Brazil), Marcia Pletsch, Sandra Regina Sales (Universidade Federal Rural do Rio de Janeiro) Almerindo Afonso Universidade do Minho Portugal Alexandre Fernandez Vaz Universidade Federal de Santa Catarina, Brasil José Augusto Pacheco Universidade do Minho, Portugal Rosanna Maria Barros Sá Universidade do Algarve Portugal Regina Célia Linhares Hostins Universidade do Vale do Itajaí, Brasil Jane Paiva Universidade do Estado do Rio de Janeiro, Brasil Maria Helena Bonilla Universidade Federal da Bahia Brasil Alfredo Macedo Gomes Universidade Federal de Pernambuco Brasil Paulo Alberto Santos Vieira Universidade do Estado de Mato Grosso, Brasil Rosa Maria Bueno Fischer Universidade Federal do Rio Grande do Sul, Brasil Jefferson Mainardes Universidade Estadual de Ponta Grossa, Brasil Fabiany de Cássia Tavares Silva Universidade Federal do Mato Grosso do Sul, Brasil Alice Casimiro Lopes Universidade do Estado do Rio de Janeiro, Brasil Jader Janer Moreira Lopes Universidade Federal Fluminense e Universidade Federal de Juiz de Fora, Brasil António Teodoro Universidade Lusófona Portugal Suzana Feldens Schwertner Centro Universitário Univates Brasil Debora Nunes Universidade Federal do Rio Grande do Norte, Brasil Lílian do Valle Universidade do Estado do Rio de Janeiro, Brasil Flávia Miller Naethe Motta Universidade Federal Rural do Rio de Janeiro, Brasil Alda Junqueira Marin Pontifícia Universidade Católica de São Paulo, Brasil Alfredo Veiga-Neto Universidade Federal do Rio Grande do Sul, Brasil Dalila Andrade Oliveira Universidade Federal de Minas Gerais, Brasil