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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.
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]
Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: A Comparative Case Study of Public Pre‐K Teachers' Enactment of Parent Involvement Policy.
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  Data: <searchLink fieldCode="AR" term="%22Wilinski%2C+Bethany%22">Wilinski, Bethany</searchLink><relatesTo>1</relatesTo><i> bethanyw@msu.edu</i><br /><searchLink fieldCode="AR" term="%22Vellanki%2C+Vivek%22">Vellanki, Vivek</searchLink><relatesTo>1</relatesTo><i> vellank1@msu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Anthropology+%26+Education+Quarterly%22">Anthropology & Education Quarterly</searchLink>. Sep2020, Vol. 51 Issue 3, p359-375. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+participation+in+kindergarten%22">Parent participation in kindergarten</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/aeq.12342
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 359
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      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Parent participation in kindergarten
        Type: general
    Titles:
      – TitleFull: A Comparative Case Study of Public Pre‐K Teachers' Enactment of Parent Involvement Policy.
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            NameFull: Wilinski, Bethany
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              M: 09
              Text: Sep2020
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            – TitleFull: Anthropology & Education Quarterly
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