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A Comparative Case Study of Public Pre‐K Teachers’ Enactment of Parent Involvement Policy
Author(s) -
Wilinski Bethany,
Vellanki Vivek
Publication year - 2020
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12342
Subject(s) - context (archaeology) , comparative case , trace (psycholinguistics) , public policy , state (computer science) , sociology , policy analysis , state policy , pedagogy , public relations , public administration , political science , law , geography , computer science , philosophy , linguistics , archaeology , algorithm
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.