Date of Award

5-2013

Document type

dissertation

Access Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Degree Program

Education (also CAGS)

First Advisor

Sally Galman

Second Advisor

Camille Cammack

Third Advisor

Ruth-Ellen Verock-O'Loughlin

Subject Categories

Education | Teacher Education and Professional Development

Abstract

Neoliberal ideology frames the discourse of the current political rhetoric of education as an economic investment in the preparation of students to compete in a global economy. These discourses that emanate from policymakers shape the construct of schooling and control the trajectory of education in the US. As education policy becomes centralized, accountability systems are assumed to be the driver of positive educational outcomes and higher student achievement; however, the impact of these systems of accountability shape teaching practice and may be pushing students with disabilities out of the competition and violating their right to access and participate in general education. This study examined the outcomes of current educational policy on daily teaching practice and its impact on inclusive practice. In addition, it examined teachers' self-regulation as a means to adapt and remain in a regulated environment. The perspectives of beginning and experienced teachers from an urban and a rural area were analyzed through semi- structured interviews, classroom observations, and document analysis.

DOI

https://doi.org/10.7275/y2hr-bn33

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