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

Authors

  • David Alan Whitenack Associate Professor, Department of Elementary Education San José State University
  • Patricia E. Swanson Associate Professor, Department of Elementary Education San José State University

DOI:

https://doi.org/10.14507/epaa.v21n57.2013

Keywords:

Inservice Teacher Education, Mathematics Education, English Language Learners, Mixed Methods Research, Elementary Education

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.

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Author Biographies

David Alan Whitenack, Associate Professor, Department of Elementary Education San José State University

David Whitenack is Associate Professor in the Department of Elementary Education at San José State University, where he teaches courses on meeting the needs of English language learners and supervises teacher candidates. His current research focuses on creating Web-based representations of elementary school teaching practice that integrates English language and literacy development in subject-area lessons.

Patricia E. Swanson, Associate Professor, Department of Elementary Education San José State University

Patricia Swanson is an Associate Professor in the Department of Elementary Education at San José State University where she teaches mathematics methods. Her research focuses on enhancing access to learning mathematics in academically and linguistically diverse classrooms.

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Published

2013-06-30

How to Cite

Whitenack, D. A., & Swanson, P. E. (2013). 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, 21, 57. https://doi.org/10.14507/epaa.v21n57.2013

Issue

Vol. 21 (2013)

Section

Articles