Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform

English language development specialists' views on emergency remote teaching

“…Our conceptual framework is guided by the understanding that “policies are enacted within social, cultural, political, and financial parameters that influence the interpretation and the implementation of the policy into schools and the classroom” (Barrett‐Tatum & Ashworth, 2021, p. 358) and that each level involves both envisioning and enactment of policy (Schulte, 2018). We posit that the policy framework that guides teachers' everyday decisions around curriculum and instruction of ELs is hierarchal yet multidirectional (see Figure 1), which often results in multiple interpretations and subsequent implementations by teachers.…”

Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability

“…Further, while district initiatives responding to accountability policies including changes to curriculum, instruction, and teacher beliefs have at times been successful (Spillane et al, 2018; Woulfin, 2015), researchers have also found evidence that central office administrators, principals, and/or teachers may rush implementation of new district initiatives in ways that have unintended and, at times, negative consequences (Anagnostopoulos & Rutledge, 2007; Au, 2007). Ultimately, we know too little about how the high-stakes policy environment filters through the level of the district office to couple with the day-to-day practices by teachers in classrooms (Barrett-Tatum & Ashworth, 2021).…”