The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of “The Monkey’s Paw”1

Abstract

Centering on the monkey’s paw metaphor, this narrative inquiry links teachers’ pedagogical practices with their professional-development experiences associated with a national reform movement that, in this situation, acted in a top-down manner. The longitudinal study illuminates the short- and long-term influence that the state-directed national reform initiative had on the story of a diverse, U.S. middle school and on the stories its teachers subsequently lived and told. The work particularly focuses on the relationships between and among teachers’ knowledge developments, their knowledge communities, and their attitudes toward school reform.