A Comparative Case Study of Public Pre‐K Teachers’ Enactment of Parent Involvement Policy

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 classr...

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Bibliographic Details
Published in:Anthropology & education quarterly 2020-09, Vol.51 (3), p.359-375
Main Authors: Wilinski, Bethany, Vellanki, Vivek
Format: Article
Language:English
Subjects:
anthropology of policy
Case studies
Classrooms
Comparative analysis
comparative case study
education policy
Enactment
Family Needs
Family School Relationship
Kindergarten
parent involvement
Parent Participation
Parent Teacher Cooperation
Parents & parenting
Preschool Teachers
pre‐kindergarten
Prioritizing
Program Implementation
Public Schools
State Policy
Teachers
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Summary: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.
ISSN:0161-7761
1548-1492
DOI:10.1111/aeq.12342