'These are your Title I students' : policy language in educational practice
By: STEIN, Sandra J
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Material type: 
ArticlePublisher: Dordrecht, Netherlands : Springer, June 2001Policy Sciences 34, p. 135-156Abstract: Based on a qualitative study of the United States federal compensatory education policy, Title I of the Elementary and Secondary Education Act, this article uses interpretive policy analysis to investigate the ways in which policy language influences practitioners'' understanding of students who are eligible for policy-funded services. Focusing on the situated interpretations of practitioners in nine urban elementary schools, the study shows how policy-generated categories shape practitioners'' conceptualizations of students as they determine how to provide services. The aricle considers possible consequences of policy labels on teacher expectations and ends with an appeal for the collective, reflective interrogation of policy language in educational practice
Based on a qualitative study of the United States federal compensatory education policy, Title I of the Elementary and Secondary Education Act, this article uses interpretive policy analysis to investigate the ways in which policy language influences practitioners'' understanding of students who are eligible for policy-funded services. Focusing on the situated interpretations of practitioners in nine urban elementary schools, the study shows how policy-generated categories shape practitioners'' conceptualizations of students as they determine how to provide services. The aricle considers possible consequences of policy labels on teacher expectations and ends with an appeal for the collective, reflective interrogation of policy language in educational practice
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