Lost in Translation: The Gap Between Curriculum Policy and Literacy Practice

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Curriculum in Context: Literacy, Language, and Place

Abstract

This study examined how elementary English Language Arts (ELA) teachers in Florida interpreted HB 1467, a curriculum transparency policy, through the lens of Weick’s (1995) Sensemaking Theory. Findings show that the policy’s vagueness led to cautious instructional choices, reduced classroom libraries, and limited student access to diverse texts. Teachers’ interpretations were shaped by their professional identities, often balancing compliance with advocacy for students. The study reveals how politically driven mandates can erode teacher autonomy and instructional equity. It calls for collaborative, research-informed policies that center on teacher voice and context. Implications include the need for inclusive policy design, targeted professional development, and stronger integration between research, policy, and classroom practice to support meaningful outcomes for both teachers and students.

Authors

• M. Priscilla DeVelder, University of Central Florida

• Elsie Lindy Olan, University of Central Florida