Teachers as Policy Advocates
Teachers' College Press (Verlag)
978-0-8077-6795-5 (ISBN)
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This book argues that teachers’ active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy.
Book Features:
Offers recommendations for how to engage and empower teachers based on original research conducted with student teachers and practicing teachers in two states.
Explores how policy affects teachers and students in areas such as school safety, standardized assessments, the COVID–19 crisis, and using digital tools in schools.
Helps school administrators identify supports and challenges for incoming teachers.
May Hara is an associate professor at Framingham State University and has taught middle school English and English as a second language in the New York City public school system. Annalee G. Good is an evaluator and researcher at the Wisconsin Center for Education Research at University of Wisconsin–Madison and has taught middle school social studies.
Contents
Acknowledgments xi
Introduction: Teachers as Policy Advocates 1
Objectives 3
Conceptual Background 6
National and State Policy Contexts 9
Methods 13
How to Use This Book 15
1. School Safety and Discipline Policies 19
Teachers Frame the Policy Contexts 21
Teacher Sensemaking Around Safety and Discipline Policies 27
Barriers to Advocacy: The Preservice Teacher Perspective 34
High-Leverage Strategy: EdCamps as Teacher-Led Professional Development 36
Conclusion 38
Discussion Questions 39
2. Assessment Policy 41
Standardized Assessments and Education Policy 43
Teachers and Assessment Policy Before COVID-19 44
Teachers and Assessment Policy During COVID-19 52
High-Leverage Strategy: Collaborative Mentorship 58
Conclusion 62
Discussion Questions 63
3. Public Health and COVID-19 Policy 65
Impact of Policies on Teachers 67
Student Well-Being 72
COVID-19 as Catalyst 74
Advocacy Beyond the School Building 77
High-Leverage Strategy: Coalition Building 79
Conclusion 85
Discussion Questions 87
4. Digital Learning Policy 89
Teachers and Digital Learning Policy Before COVID-19 91
Digital Learning Policy During COVID-19 93
High-Leverage Strategy: Mapping Concepts and Power Networks 102
Conclusion 107
Discussion Questions 108
5. A Collaborative Model for Teacher Policy Advocacy 111
A Note on Systemic and Individual Action for Change 113
A Proposed Model for Collaborative Professional Learning and Advocacy 114
Loci of Influence and Strategies for Action 115
Collective Action for Change 125
References 127
Index 135
About the Authors 141
| Erscheinungsdatum | 17.05.2023 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 162 x 235 mm |
| Gewicht | 318 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-8077-6795-6 / 0807767956 |
| ISBN-13 | 978-0-8077-6795-5 / 9780807767955 |
| Zustand | Neuware |
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