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Godfrey, Lauren; Olson, Carol Booth – English Teaching: Practice and Critique, 2019
Purpose: The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance…
Descriptors: Professional Autonomy, Educational Change, Middle School Teachers, Teacher Participation
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Wessel-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
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Goodwyn, Andrew Cecil – English Teaching: Practice and Critique, 2019
Purpose: This paper aims to introduce the concept of adaptive agency and illustrate its emergence in the field of English teaching in a number of countries using England over the past 30 years as a case study. It examines how the exceptional flexibility of English as school subject has brought many external impositions whilst its teachers have…
Descriptors: English Instruction, English Teachers, Professional Autonomy, Phenomenology
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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
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Kerry-Ann O'Sullivan – English Teaching: Practice and Critique, 2016
Purpose: Increasing government regulation of educational practice with public accountability through a national curriculum and external testing, the establishment of professional teaching standards and associated teacher accreditation requirements are strong forces in contemporary Australian education. This paper aims to identify and examine some…
Descriptors: Teacher Education Programs, Standards, English Instruction, National Curriculum
Hodge, Emily; Benko, Susanna L. – English Teaching: Practice and Critique, 2014
The purpose of this article is to describe the stances put forward by a selection of professional development resources interpreting the Common Core State Standards for English Language Arts (ELA) teachers, and to analyse where these resources stand in relation to research in ELA. Specifically, we analyse resources written by English educators…
Descriptors: State Standards, Core Curriculum, English, Language Arts
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Bodman, 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