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


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.


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

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