Faculty Publications

Document Type

Article

Publication Date

July 2013

Abstract

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 are considered.

Comments

This article was published by the Mary Lou Fulton Teachers College at Arizona State University and appeared in Education Policy Analysis Archives (EPAA/AAPE), volume 21, issue 57, 2013.
Articles published in EPAA fall under the Creative Commons Attribution-NonCommercial-NoDerivs 2.5 license. Readers are free to copy, display, and distribute articles that appear in Education Policy Analysis, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA.
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