Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849833 | Teaching and Teacher Education | 2018 | 13 Pages |
Abstract
Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Scott Ellison, Ashlee B. Anderson, Brittany Aronson, Courtney Clausen,