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.

中文翻译：

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学前班教师制定家长参与政策的比较案例研究

本文采用比较案例研究（CCS）方法来研究密歇根州的四名幼儿园前幼儿园教师如何制定州规定的家长参与政策。使用CCS，我们可以从策略文本，中级管理员到教室环境中跟踪策略的制定。我们演示了教师如何使用战略知识来发展混合的家长参与实践，这些实践可以满足计划要求，同时优先考虑教室中家庭的需求。