Literaturnachweis - Detailanzeige
| Autor/inn/en | Sullivan, Anna M.; Morrison, Chad |
|---|---|
| Titel | Enacting Policy: The Capacity of School Leaders to Support Early Career Teachers through Policy Work |
| Quelle | In: Australian Educational Researcher, 41 (2014) 5, S.603-620 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0311-6999 |
| DOI | 10.1007/s13384-014-0155-y |
| Schlagwörter | Beginning Teachers; Beginning Teacher Induction; Educational Policy; Resilience (Psychology); Principals; Qualitative Research; Teacher Leadership |
| Abstract | Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical "toolbox," the findings indicate that school leaders can empower early career teachers to move beyond being "receivers" of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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