Description:
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. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Michigan