Analysis explores impact of federal and state reforms on teaching practice, suggesting a shift toward cultivating the humanity of reading.
As the teaching exodus continues to grow, this article examines the polic(y)ing of teaching practice as a contributor to the exodus. Contextualized by top-down federal, state, and local school reforms, including implementation of policies that seemingly limit teacher practice in the name of science, the author invites teachers to recast the science in ways that cultivate the humanity of reading and readers in trust and in joy.
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M. J. L. Young (2025) studied this question.
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