Teacher-Advocates Respond to ESSA: "Support the Good Parts--Resist the Bad Parts"

Autor/inn/en	Jones, Denisha; Khalil, Deena; Dixon, R. Davis
Titel	Teacher-Advocates Respond to ESSA: "Support the Good Parts--Resist the Bad Parts"
Quelle	In: Peabody Journal of Education, 92 (2017) 4, S.445-465 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2017.1349479
Schlagwörter	Educational Legislation; Federal Legislation; Public Education; Educational Policy; Teacher Attitudes; Qualitative Research; Teacher Response; Advocacy; Context Effect; Educational Change; Activism; Social Media; Experience; Hermeneutics; Phenomenology; Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Öffentliche Erziehung; Politics of education; Bildungspolitik; Lehrerverhalten; Qualitative Forschung; Lehrerkommentar; Sozialanwaltschaft; Bildungsreform; Aktivismus; Politischer Protest; Soziale Medien; Erfahrung; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Beobachtung
Abstract	Although researchers consider them powerful, teacher policy advocates are among the least studied stakeholders in U.S. public education reform today. Although plenty of attention has been given to the impact of policy on teachers' work, little research explores how teachers interpret or interact with policy. Drawing on the work of Spillane, Reiser, and Reimer (2002) on teachers' policy implementation and Coburn's (2001) work on teachers' collective sense-making of policy, this qualitative study examines the different ways in which five teachers interpreted, translated, and enacted a response to ESSA. The findings describe how contextual factors influence teachers' relationship with education policy: (a) structural supports for grassroots involvement via social networks are instrumental in mobilizing teachers, and (b) unless a more bottom-up approach is taken that enables teacher agency, sense-making, and advocacy, top-down school policies will continue to hold limited promise. The paper concludes with implications for understanding how teachers are indeed policy advocates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01