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ERIC Number: EJ1418969
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1725
EISSN: EISSN-1938-8098
Examining the Situative Progression of Teachers' Novice-to-Expert Development in Education Policy
Rebecca L. Hite; Levi Johnson; Jessica Gottlieb; Jon McNaughtan; Richard Carlos L. Velasco
Educational Forum, v88 n2 p151-169 2024
Professional development in policy for K-12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy knowledge, situated leadership development, and networks. Additionally, they sought new professional development, and provided input to policy processes locally and with other teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A