A Comparative Case Study of Public Pre-K Teachers' Enactment of Parent Involvement Policy

Autor/inn/en	Wilinski, Bethany; Vellanki, Vivek
Titel	A Comparative Case Study of Public Pre-K Teachers' Enactment of Parent Involvement Policy
Quelle	In: Anthropology & Education Quarterly, 51 (2020) 3, S.359-375 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilinski, Bethany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12342
Schlagwörter	Preschool Teachers; Public Schools; Parent Participation; State Policy; Program Implementation; Parent Teacher Cooperation; Family School Relationship; Family Needs; Michigan + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01