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65.074 - Policy to Practice and Back Again: How Policy Influences Teachers and Teachers Influence Policy
Sun, April 19, 2:15 to 3:45pm, Swissotel, Floor: Lucerne Level, Lucerne ISession Type: Symposium
Abstract
In an era of accountability, educational policies influence teacher practice in new and increasingly complex ways. We examine the complexities of teacher involvement in the policymaking process, and the various ways in which policies influence teacher practice. We provide a comparative view of these concerns by examining specific conditions through which teachers can become policy advocates, teacher responses to Act 10 in Wisconsin, the impact of the new, federally mandated Rethinking Equity and Teaching for English Language Learners (RETELL) policy in Massachusetts, and teachers’ use of social media to engage in public policy. In doing so, we contribute to scholarship that theorizes the interplay between current educational policy and teacher agency in multiple social, cultural, and political contexts.
Sub Unit
Chair
Papers
A Seat at the Table: Facilitating Teacher Agency in Educational Policy Making - Annalee G. Good, University of Wisconsin - Madison; Adriane A. Williams, West Virginia University; Sadie Fox Barocas, Partners Healthcare; Laura Carolina Chavez-Moreno, University of Wisconsin - Madison; Rachel Feldman, University of Wisconsin - Madison
Fear and Loathing in Wisconsin: Teaching in a De-Unionized State - Katy Swalwell, Iowa State University; Simone Schweber, University of Wisconsin - Madison; Kristin Sinclair, University of Maryland - College Park
The Impact of Massachusetts's Rethinking Equity and Teaching for English Language Learners Policy on Preservice Teachers - May Hara, Framingham State University
Teachers, Social Media, and Policy: Rethinking Street-Level Bureaucracy in a Digital Age - Sarah A. Robert, University at Buffalo - SUNY; Leah M. Reed, University at Buffalo - SUNY