Article
The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context
Education Policy Analysis Archives
(2013)
Abstract
This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.
Keywords
- Inservice Teacher Education,
- Mathematics Education,
- English Language Learners,
- Mixed Methods Research,
- Elementary Education
Disciplines
Publication Date
July 1, 2013
DOI
10.14507/epaa.v21n57.2013
Publisher Statement
This article was published by the Mary Lou Fulton Teachers College at Arizona State University and appeared in Education Policy Analysis Archives (EPAA/AAPE), volume 21, issue 57, 2013.
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Citation Information
David Whitenack and Patricia E. Swanson. "The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context" Education Policy Analysis Archives Vol. 21 Iss. 57 (2013) ISSN: 1068-2341 Available at: http://works.bepress.com/david-whitenack/6/
Creative Commons license
This work is licensed under a Creative Commons CC_BY-NC-ND International License.