%0 Journal Article
%T Teachers¡¯ Cognitive Interpretation of U.S. Global Education Initiatives
%A Laura C. Engel
%A Megan M. Siczek
%J Educational Policy
%@ 1552-3896
%D 2019
%R 10.1177/0895904817719517
%X Scholars and policymakers in the United States argue that developing global competence is essential to preparing K-12 students for the increasingly interconnected and interdependent world. Given this increased focus, considering implications for teachers is critical. This qualitative-interpretive study applies a sensemaking framework, drawing on interview data from teachers in the Washington, D.C. metro area to understand their cognitive interpretation of increasing calls to internationalize U.S. schooling. Findings present a multilayered picture of the ways in which a small group of invested teachers negotiate their own understandings, and grapple with policy and political messages related to internationalization and global education
%K internationalization
%K teachers
%K policy interpretation
%K sensemaking
%K global competence
%U https://journals.sagepub.com/doi/full/10.1177/0895904817719517