Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments

Nick Henning; Alison G. Dover; Erica K. Dotson; Ruchi Agarwal-Rangnath

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Nick Henning
California State University, Fullerton
United States

Nick Henning is an associate professor in the Department of Secondary Education at California State university, Fullerton. His research areas include teacher education for effective urban classroom teaching, urban schooling, teacher collaboration, social justice education and teaching, social studies education, and K-12 Ethnic Studies.

Alison G. Dover
California State University, Fullerton
United States

Alison Dover is an assistant professor in the Department of Secondary Education at California State University, Fullerton. Her research areas include literacy education, social justice-oriented teacher agency in K-12 and higher education, and strategies for promoting equity and justice in school curriculum, policy, and practice.

Erica K. Dotson
Clayton State University
United States

Erica K. Dotson is an associate professor of Teacher Education and French at Clayton State University in Morrow, Georgia, just outside of Atlanta. Her research agenda has combined her interests in second and foreign language pedagogy, multicultural curriculum, and social justice.

Ruchi Agarwal-Rangnath
University of San Francisco
United States

Ruchi Agarwal-Rangnath is an assistant professor in the Department of Teacher Education at the University of San Francisco. Her research and teaching interests include urban education, teacher preparation, social studies education, social studies, and critical literacy.

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