@article{Whitenack_Swanson_2013, title={The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.}, volume={21}, url={https://epaa.asu.edu/index.php/epaa/article/view/1259}, DOI={10.14507/epaa.v21n57.2013}, abstractNote={<p class="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.<strong> </strong></p>}, journal={Education Policy Analysis Archives}, author={Whitenack, David Alan and Swanson, Patricia E.}, year={2013}, month={Jun.}, pages={57} }