TITLE:
Perspectives on Policy/Practice (Dis)Connection—Special Educators Turned Teacher Educators’ Points of View
AUTHORS:
Kathryn S. Young, Svjetlana Curcic
KEYWORDS:
Special Education; Teacher Education; Policy; No Child Left Behind; Highly Qualified Teacher; Annual Yearly Progress; Evidence-Based Practices
JOURNAL NAME:
Creative Education,
Vol.4 No.7,
July
11,
2013
ABSTRACT:
Educational policy and practice have long been disconnected. This paper explores the experiences of two former teachers turned teacher educators as they examine unintended consequences of policy reform. This paper positions No Child Left Behind’s and Individuals with Disabilities Education Act’s “Highly Qualified Teachers,” “Annual Yearly Progress,” and the issues of “evidence-based practices” alongside the authors’ personal school-based examples to demonstrate (dis)connections between policy, schools, and classrooms. The analysis provides a critique of these policies to demonstrate where teacher educators can take an active role in helping future teachers understand implications of these policies.