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
Education Policy Analysis Archives · 2013
doi:10.14507/epaa.v21n57.2013 (opens in a new tab)
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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.
Abstract licence: CC BY-SA
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