标题：The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.
摘要：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.
关键词：Inservice Teacher Education;Mathematics Education;English Language Learners;Mixed Methods Research;Elementary Education
