Abstract
In the era of school accountability, school reform programs aimed at shifting school culture are often implemented in an attempt to increase student achievement as measured by standardized test scores. This ethnographic case study was conducted in Hawk Elementary, a low-performing, high-poverty school. Quantitative and qualitative data collected were analyzed for the purposes of investigating the intersection among school culture, teacher identity, and this type of education reform. Three composite teacher identities in relation to reform emerged from the data: the Believer, the Hopeful, and the Opposer. The influence of each of these identities on school reform is discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
