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Developing the "Will": The Relationship between Teachers’ Perceived Policy Legitimacy and Instructional Improvement


by Jihyun Kim, Min Sun & Peter Youngs - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 3, 2019, p. 1-44
https://www.tcrecord.org ID Number: 22590, Date Accessed: 8/17/2019 9:10:31 AM
 
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About the Author
  • Jihyun Kim
    Lehigh University
    E-mail Author
    JIHYUN KIM is an assistant professor in Educational Leadership at Lehigh University. Her research interests include teachers' social networks, teaching quality, teacher turnover, teacher burnout, principal leadership, and teacher evaluation. She has presented her work nationally and internationally and published in Teaching and Teacher Education, and Compare:  A Journal of Comparative.
  • Min Sun
    University of Washington
    E-mail Author
    MIN SUN is an associate professor in Education Policy in the College of Education at the University of Washington. She specializes in using quantitative methods to understand the ways in which federal, state, and district policies affect teaching and learning outcomes. Her interests include teaching and teacher quality policy, school accountability, and school improvement. Dr. Sun’s work has been recently published in peer-reviewed journals of Educational Evaluation and Policy Analysis and American Educational Research Journal.
  • Peter Youngs
    University of Virginia
    E-mail Author
    PETER YOUNGS is a professor in the Department of Curriculum, Instruction, and Special Education at the University of Virginia. His research interests focus on education policy effects on teaching and learning in the core academic subjects including state and district policy related to teacher preparation, induction, and evaluation and their effects on teacher instruction, commitment, and retention. Recent publications have appeared in Educational Researcher, Journal of Teacher Education, and Teaching and Teacher Education. He received the AERA Division K (Teaching and Teacher Education) Early Career Award and he currently serves as co-editor of Educational Evaluation and Policy Analysis.
 
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