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Direct linkWessel-Powell, Christy; Buchholz, Beth Anne; Brownell, Cassie J. – English Teaching: Practice and Critique, 2019
Purpose: The purpose of this paper is to theorize teacher agency as enacted through a P/policymaking lens in three elementary classrooms. Big-P Policies are formal, top-down school reform policies legislated, created, implemented and regulated by national, state and local governments. Yet, Big-P policies are not the only policies enacted in…
Descriptors: Educational Policy, Professional Autonomy, Educational Change, Educational Legislation
Wagner, Christopher J.; Ossa Parra, Marcela; Proctor, C. Patrick – English Teaching: Practice and Critique, 2019
Purpose: This paper aims to report on the decisions two teachers made about how to engage with a five-year school-university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach: A longitudinal case study was used to examine the…
Descriptors: Professional Autonomy, Case Studies, Longitudinal Studies, Decision Making
Download full textBodman, Sue; Taylor, Susan; Morris, Helen – English Teaching: Practice and Critique, 2012
Standards-based reform of education is a dominant political discourse in many nations. In this paper we argue that the type of standards-based reform that is enacted has important implications for teacher agency and teacher professional development. Teacher professional development and identity is explored through theories of the teacher's role in…
Descriptors: Academic Standards, Professional Autonomy, Professional Development, Educational Change
