Abstract
Nested within a 5-year examination of Teach for America (TFA) corps members’ experiences with learning to teach, this article focuses on the salient theme of “Reform Models” found in data collected when a highly publicized testing cheating scandal was breaking in this urban district. Using constructivist grounded theory, researchers analyzed 5,897 daily reflections written during a year-long, initial certification course. Rigorous, comprehensive, and collaborative data analysis utilizing a multirater/multistage/multiyear process, including ATLAS.ti, researchers’ memos, audit trails, and emic perspectives of participant–researchers, assured trustworthiness. Analysis revealed federal accountability policies and education reforms that had profound and negative influences on literacy curriculum, pedagogy, teaching, learning, and classroom practice.
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