A Comparative Case Study of Public Pre‐K Teachers' Enactment of Parent Involvement Policy. (4th May 2020)

• Record Type: Journal Article
• Authors: Wilinski, Bethany; Vellanki, Vivek
• Is Part Of: Anthropology & education quarterly. Volume 51:Number 3(2020:Sep.)
• Page Start: 359
• Page End: 375
• Publication Date: 2020-05-04
• Subjects: anthropology of policy -- education policy -- pre‐kindergarten -- parent involvement -- comparative case study; Educational anthropology -- Periodicals; Education -- Periodicals; Anthropologie et éducation -- Périodiques; Electronic journals; 306.43
• DOI: 10.1111/aeq.12342
• Languages: English
• ISSNs: 0161-7761

Abstract

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.