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

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)56-66
Number of pages11
JournalStudying Teacher Education
Volume15
Issue number1
DOIs
StatePublished - Jan 2 2019

Keywords

  • Education policy
  • self study
  • special education
  • teacher education policy

ASJC Scopus subject areas

  • Education

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