A Comparative Case Study of Public Pre‐K Teachers' Enactment of Parent Involvement Policy.
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| Title: | A Comparative Case Study of Public Pre‐K Teachers' Enactment of Parent Involvement Policy. |
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| Authors: | Wilinski, Bethany1 bethanyw@msu.edu, Vellanki, Vivek1 vellank1@msu.edu |
| Source: | Anthropology & Education Quarterly. Sep2020, Vol. 51 Issue 3, p359-375. 17p. |
| Subject Terms: | *Kindergarten, *Teachers, *School administrators, *Classrooms, Parent participation in kindergarten |
| Abstract: | This article employs the comparative case study (CCS) approach to examine how four public pre‐kindergarten (pre‐K) teachers in Michigan enacted a state‐mandated parent involvement policy. Using CCS, we trace policy enactment from the policy text, through mid‐level administrators, and into the classroom context. We demonstrate how teachers used strategic knowledge to develop hybrid parent involvement practices that satisfied program requirements while prioritizing the needs of families in their classrooms. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article employs the comparative case study (CCS) approach to examine how four public pre‐kindergarten (pre‐K) teachers in Michigan enacted a state‐mandated parent involvement policy. Using CCS, we trace policy enactment from the policy text, through mid‐level administrators, and into the classroom context. We demonstrate how teachers used strategic knowledge to develop hybrid parent involvement practices that satisfied program requirements while prioritizing the needs of families in their classrooms. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01617761 |
| DOI: | 10.1111/aeq.12342 |
