Affecting Education Policy through Border Crossing between Special Education and General Education

Autor/inn/en	Clift, Renée T.; Liaupsin, Carl
Titel	Affecting Education Policy through Border Crossing between Special Education and General Education
Quelle	In: Studying Teacher Education, 15 (2019) 1, S.56-66 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2019.1580015
Schlagwörter	Educational Policy; Regular and Special Education Relationship; Teacher Education; Special Education Teachers; Teacher Collaboration; Program Implementation; Foreign Countries; Teacher Attitudes; Emotional Response; Educational Change; Australia; United Kingdom (Great Britain); New Zealand; Singapore; United States + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Ausland; Lehrerverhalten; Emotionales Verhalten; Bildungsreform; Australien; Neuseeland; Singapur; USA
Abstract	A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done "to" teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01