Jenna is in (hopefully) her final year of the Educational Policy Studies PhD program and also works full time as a high school teacher.
Jenna’s dissertation research focuses on the intersection of policy and practice, how policies are shaped and reshaped by the interactions between a policyʻs environment, its evolution over time, and teachers’ critical role as policy agents. A practitioner inquiry, grounded in teachers’ voices and experiences, including the researcher herself, the study focuses on teachers’ enactment of a policy after three years of implementation, one year into the global Pandemic, at an urban, private high school in Hawaiʻi. The research questions focus on how the policy ecology and teachers’ perceptions, agency, and enactment of the policy have changed over time, and how each of these and their interactions impact the overall policy implementation process.
B.A., English Literature & Education. (2010)
Swarthmore College, Swarthmore, PA
M.A., Education. (2013)
Stanford University, Stanford, CA
Jenna Teruya (2021): Pedagogy in a pandemic: Responsibilisation and agency in the (re)making of teachers. Pedagogy, Culture & Society, DOI: 10.1080/14681366.2021.1898044