In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to reconsider assumptions about characteristics of effective teacher professional learning, and to rethink our own notions of agency. Using data from our three-year middle school science teacher professional learning project, Language-rich Inquiry Science with English Language Learners (LISELL), we discuss how individual teachers negotiated power structures of schooling and exerted their agency in ways that were influenced by their project participation. Framing our work in terms of engagement and enactment, we theorize about how a structure-agency dialectic challenging assumptions about effective teacher professional learning can support new ways of thinking about implementation research in education. # Research ProblemVignette: Questioning a one-size-fits-all model of fidelity of implementation. The middle school science teachers were gathered in a university classroom participating in the Language-rich Inquiry Science with English Language Learners (LISELL) summer teacher institute. Some teachers were new to the project and some had been participating for multiple years. The discussion turned to obstacles that teachers felt were hindering their efforts to engage all their science students, especially emergent bilingual learners, and solutions that working in our project might offer to help overcome those obstacles.Tia: The expectations keep shifting. Every year it's something new that becomes our top priority-new standards one year, new teacher evaluation system the next, new tests the year after that.

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Building on previous research of family engagement and using perspectives drawn from Chicana/ Latina feminist theories, in this ethnographic study we explored how Latina mothers and daughters negotiated and contested multiple ways of knowing during bilingual science family workshops. Our research illustrated that critical pedagogies Latina mothers enacted in spaces intersecting family, school, and community contexts and how they navigated aspects of (in)visibility, language, and womanhood were important in their daughters' educational being and becoming. [motherdaughter pedagogies, family engagement, bilingual science, Latina adolescents] Kayumova et al. Latina Mothers and Daughters 261 262

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