Literaturnachweis - Detailanzeige
Autor/inn/en | Wilinski, Bethany; Vellanki, Vivek |
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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 |
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 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 |