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Challenging Deficit Ideologies in Spanish Heritage Language Policies and Programs
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David Cassels Johnson; Melanie Carbine; Christine Shea – Foreign Language Annals, 2024
This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there…
Descriptors: Ideology, Spanish, Second Language Learning, Native Language
From the Inside Out: Exemplary Music Education Association Mentoring Programs
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Greene, Jennifer L. R.; Koerner, Bryan; Wilson, Jill – Arts Education Policy Review, 2020
Effective mentor-mentee pairings tend to increase mentees' efficacy and motivation, bolster commitment, enhance instructional quality, and positively enhance student achievement. In response to situations in which school-provided mentoring is not possible or where music mentees receive a school-assigned, non-music mentor, an increasing number of…
Descriptors: Mentors, Beginning Teachers, Beginning Teacher Induction, Faculty Development
Changing Educational Policies in the United States and India: Perspectives of Teacher Educators
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Gillespie, Catherine Wilson; Fairbairn, Shelley – Teacher Educator, 2020
Educational policy changes are intertwined with teacher education at multiple levels, affecting teacher educators in a variety of ways. Despite the different contexts, teacher educators in the United States and India must fulfill a variety of roles in order to meet the demands within those contexts. This qualitative study compared the cases of…
Descriptors: Educational Policy, Educational Change, Teacher Education, Teacher Educators
A Qualitative Case Study of Teachers' Perceptions of Professional Learning through Mandated Collaboration
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Wilt, Barbara C. – ProQuest LLC, 2016
Teacher collaboration is a school improvement priority that has the potential to positively impact student learning by building the capacity of teachers. In some states, teacher collaboration is mandated by legislation. The literature indicates that policy-driven collaboration in a top-down approach results in unintentional consequences and…
Descriptors: Qualitative Research, Case Studies, Teacher Attitudes, Professional Education
State-Mandated Accountability in High Schools: Teachers' Interpretations of a New Era
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Louis, Karen Seashore; Febey, Karen; Schroeder, Roger – Educational Evaluation and Policy Analysis, 2005
This article addresses conflicting statements about the impact of accountability policies in which some argue that testing undermines good teaching, while others claim that it stimulates improvement. The authors begin with the assumption that it is important to explore implementers' cognitive perspectives in order to understand a policy's effects.…
Descriptors: Accountability, State Standards, Educational Policy, Educational Change
Access to the General Curriculum for Students with Significant Disabilities: What It Means to Teachers.
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Agran, Martin; Alper, Sandra; Wehmeyer, Michael – Education and Training in Mental Retardation and Developmental Disabilities, 2002
A survey of 84 Iowa teachers certified in severe disabilities examined opinions relating to access to the general curriculum. Most respondents felt that such access is not appropriate for students with severe disabilities and students should not be held to the same performance standards as typical peers. Also, almost half of teachers' districts…
Descriptors: Access to Education, Accessibility (for Disabled), Curriculum, Educational Policy