Peer reviewed
Download full textERIC Number: EJ1018817
Record Type: Journal
Publication Date: 2013-Jul-1
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1068-2341
EISSN: N/A
The Transformative Potential of Boundary Spanners: A Narrative Inquiry into Preservice Teacher Education and Professional Development in an NCLB-Impacted Context
Whitenack, David A.; Swanson, Patricia E.
Education Policy Analysis Archives, v21 n57 Jul 2013
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.
Descriptors: Federal Legislation, Educational Legislation, Inquiry, Personal Narratives, Preservice Teacher Education, Inservice Teacher Education, Theory Practice Relationship, Teacher Educators, Academic Discourse, Faculty Development, School Districts, Context Effect, Partnerships in Education, State Standards
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
