Poster #43 - Teachers Making Sense of English Learner Education Policy

• In Event: 15.062 - MTCC Poster Session One
  In Poster Session: 15.062-4 - Division L Section 1 Poster Session

Abstract

Teachers of English learners in the United States are responsible for implementing layers of education policy requirements from federal, state, and local policy sources and sometimes encounter gaps between those requirements and their classroom realities. The current study used teachers’ responses to current education policy requirements and descriptions of their instructional approaches to determine their policy awareness and interpretation as well as possible connections between policy and instruction. Results are framed in terms of Dervin’s (2003) theory of sense-making. Two conceptual models of sense-making are offered based on extant research literature and analysis of teachers’ interview responses.

Author

• Heather Keenan, Colorado Christian University