The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.

David Alan Whitenack, Patricia E. Swanson

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

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DOI: http://dx.doi.org/10.14507/epaa.v21n57.2013

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Discussion




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