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Self-Study and Education Policy

Toward Understanding the Presence of Absences

  • Living reference work entry
  • First Online:
2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Self-studies of policy are the nexus between what was transmitted concerning desirable practice; how that transmission was understood, accepted, rejected, or modified; the actions and reactions that preceded, accompanied, or followed; and any change that occurred either to those affected by the policy or any modification, revision, or abandonment of the policy itself. In this chapter, we examined the direct and indirect effects of policy at the national, state, and local levels, based on peer-reviewed articles from 1999 to 2017. We found that the studies documented the way in which policy directly or indirectly affected teaching, but not how self-study researchers affected policy. We also found that policy effects often (and sometimes negatively) engaged teacher educators’ emotions. We call for greater attention by self-study researchers to examining the links between teacher education and teacher education policy, particularly the ways in which teacher educators can participate in creating or modifying education policies.

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Author information

Authors and Affiliations

  1. University of Arizona, Tucson, AZ, USA

    Renée T. Clift & Carl Liaupsin

Authors
  1. Renée T. Clift
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  2. Carl Liaupsin
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Corresponding author

Correspondence to Renée T. Clift .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

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© 2019 Springer Nature Singapore Pte Ltd.

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Clift, R.T., Liaupsin, C. (2019). Self-Study and Education Policy. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_7-1

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  • DOI: https://doi.org/10.1007/978-981-13-1710-1_7-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1710-1

  • Online ISBN: 978-981-13-1710-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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