From Accommodation to Appropriation: Teaching, Identity, and Authorship in a Tightly Coupled Policy Context

Autor/inn/en	Stillman, Jamy; Anderson, Lauren
Titel	From Accommodation to Appropriation: Teaching, Identity, and Authorship in a Tightly Coupled Policy Context
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 6, S.720-744 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1044330
Schlagwörter	Language Arts; Teaching Experience; English Instruction; Professional Identity; Educational Policy; High Stakes Tests; Accountability; Standardized Tests; Qualitative Research; Elementary School Teachers; Teacher Effectiveness; Participant Characteristics; Interviews; Observation; Literacy; Knowledge Base for Teaching; Beliefs; Academic Standards; Teaching Methods; Semi Structured Interviews; Compliance (Legal); Cost Effectiveness; Educational Practices; California + Suchen Sie Ihr Suchwort? Sprachkultur; English langauage lessons; Englischunterricht; Politics of education; Bildungspolitik; Verantwortung; Standadised tests; Standardisierter Test; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Beobachtung; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungspraxis; Kalifornien
Abstract	This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher's sense of self--who she "wanted to be"--informed her engagement with educational policy. Ultimately, we argue that the teacher's identity pressed her to engage in acts of appropriation and authorship vis-à-vis the policies and policy-related tools she was asked to implement. In making this argument, we theorize an agentive and dialectical relationship between teachers' identities and their participation in policy implementation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01