The Transformative Potential of Boundary Spanners: A Narrative Inquiry into Preservice Teacher Education and Professional Development in an NCLB-Impacted Context
Overview & Synopsis
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.
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | The Transformative Potential of Boundary Spanners: A Narrative Inquiry into Preservice Teacher Education and Professional Development in an NCLB-Impacted Context |
|---|---|
| Author / Organization | Whitenack, David A., Swanson, Patricia E. |
| Subject & Discipline | Federal Legislation, Educational Legislation, Inquiry |
| Categories | Education & Pedagogy |
| Publication Year | 2013 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-280926 |
| Original Source Link | Visit Source Page on eric.ed.gov » |