The Transformative Potential of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education and Professional Development in an NCLB-Impacted Context
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...
Gardado en:
| Publicado en: | Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas |
|---|---|
| Principais autores: | , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado: |
Arizona State University
2013
|
| Assuntos: | |
| Acceso en liña: | https://www.redalyc.org/articulo.oa?id=275029728057 |
| Tags: |
Sen Etiquetas, Sexa o primeiro en etiquetar este rexistro!
|