The dragon in school backyards: The influence of mandated testing on school contexts and educators' narrative knowing

Teachers College Record

Volumn 106, Issue 6, 2004, Pages 1229-1257

  Craig, Cheryl J ^a  

^a UNIVERSITY OF HOUSTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3142738720     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-9620.2004.00378.x     Document Type: Review

References (55)

1. Andrews, T. (1998). A dictionary of nature myths. Oxford, UK: University of Oxford Press.
2. Aoki, T. (1990). Beyond the half-life of curriculum and pedagogy. One World, 27(2), 3-10.
3. Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
4. Astuto, T., & Clark, D., et al, (1994). Roots of reform: Challenging the assumptions that control change in education. Bloomingdale, IN: Phi Delta Kappa Educational Foundation.
5. Berger, P. L., & Luckmann, T. (1966). The social construction of reality. Toronto, Canada: Doubleday.
6. Campbell, J. (1949). The hero with a thousand faces. Princeton, NJ: Princeton University Press.
7. Campbell, J. (1972). Myths to live by. New York: Penguin Books.
8. Carr, D. (1986). Time, narrative, and history. Bloomington: Indiana University Press.
9. Clandinin, D. J. (1986). Classroom practice: Teacher images in action. Philadelphia: Falmer Press.
10. Clandinin, D. J. (1992). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.) Teachers and teaching. From classrooms to reflection (pp. 124-137). Philadelphia: Falmer Press.
11. Clandinin, D. J., & Connelly, F. M. (1995). Teachers' professional knowledge landscapes. New York: Teachers College Press.
12. Clandinin, D. J., & Connelly, F. M. (1996). Teachers' professional knowledge landscapes: Teacher stories - Stories of teachers, School stories - Stories of school. Educational Researcher, 25(5), 2-14.
13. Clandinin, D. J., & Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 25(2), 149-164.
14. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
15. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
16. Craig, C. J. (1995). Dilemmas in crossing the boundaries on the professional knowledge landscape. In D. Jean Clandinin & F. Michael Connelly (Eds.), Teachers' professional knowledge landscapes. New York: Teachers College Press.
17. Craig, C. J. (1997). Telling stories: A way to access beginning teacher knowledge. Teaching Education Journal, 9, 61-68.
18. Craig, C. J. (1999). Parallel stories: A way of contextualizing teacher stories. Teaching and Teacher Education, 15, 397-412.
19. Craig, C. J. (2001). The relationships between and among teachers' narrative knowledge, communities of knowing, and top-down school reform: A case of "The Monkey's Paw." Curriculum Inquiry, 31(3), 303-331.
20. Craig, C. J. (2002). School portfolio development: A way to access teacher knowledge. In C. Surgue & C. Day (Eds.), Developing teachers and teaching practice: International research perspectives. New York: RoutledgeFalmer.
21. Craig, C. J. (2003). Story constellations: A way to characterize school contexts and teacher knowledge. Teaching and Curriculum Dialogue, 5, 31-41.
22. Crites, S. (1979). The aesthetics of self-deception. Soundings, 62, 107-129.
23. Czarniawka, B. (1997). Narrating the organization: Dramas of institutional identity. Chicago: University of Chicago Press.
24. Davis, O. L. (2000). Research never says. Journal of Curriculum and Supervision, 15(3), 175-178.
25. Eagle High School. (1988-1989). Blue Ribbon Secondary School Recognition Program Report. Unpublished Document.
26. Eagle High School. (1993-1994). Project SOAR. Unpublished Document.
27. Eagle High School. (1998-1999). Eagle High School Portfolio. Unpublished Document.
28. Eagle High School. (1999-2000). Eagle High School Portfolio. Unpublished Document.
29. Eagle High School. (2001-2002). Eagle High School Portfolio. Unpublished Document.
30. Eisner, E. (1990). Who decides what schools will teach? Phi Delta Kappan, 71, 523-526.
31. Eisner, E. (2001, April). What does it mean to say a school is doing well? Paper presented at the Epiphany Series Lecture, University of Houston, Houston, TX.
32. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croon Helm.
33. Farrell, J. (2000). Why is educational reform so difficult? Similar descriptions, different prescriptions, failed explanations. Curriculum Inquiry, 30, 83-102.
34. Finn, C. (1993). We must take charge: Our schools, our future. New York: Free Press.
35. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
36. Goodlad, J. (1998). Educational renewal: Better teaching, better schools. New York: Jossey-Bass.
37. Hatch, T. (1998). The differences in theory that matter in the practice of school improvement. American Educational Research Journal, 35, 3-31.
38. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
39. Madaus, G., & Clarke, M. (2001). The adverse impact of high stakes testing on minority students: Evidence from 100 years of test data. In G. Orfield & M. Kornhaber (Eds.), Raising standards or raising barriers'? Inequality and high-stakes testing in publication (pp. 85-106). New York: Century Foundation.
40. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington DC: US Government Printing Office.
41. Natriello, G., & Pallas, A. (2001). The development and impact of high stakes testing. In G. Orfield & M. L. Kornhaber (Eds.), Raising standards or raising barriers?: Inequality and high-stakes testing (pp. 19-38). New York: Century Foundation.
42. Nissimov, R. (2002, August, 28). [State] can't shake poor SAT rating: Math, verbal scores in bottom five. City Newspaper, pp. 25A-26A.
43. Olson, M., & Craig, C. (2001). Opportunities and challenges in the development of teacher knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education, 17, 667-684.
44. Olson, M., & Craig, C. (2004). Uncovering cover stories: Claiming not to know what we know and why we do it. Unpublished manuscript.
45. Peshkin, A. (1986). In search of subjectivity - One's own. Educational Researcher, 17-21.
46. Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany: State University of New York Press.
47. Ravitch, D. (1996). National standards in American education: A citizen's guide. New York: Brookings Institute.
48. Rodriguez, L (2001, July 15). A revolving cycle: Some fear historic neighborhoods lose identity. City Newspaper, p. 18A.
49. Schön, D. A. (1983). The reflective practitioner. How professionals think in action. New York: Basic Books.
50. Schön, D. A. (1987). Educating the reflective practitioner. London: Jossey-Bass.
51. Schön, D. A. (1991). The reflective practitioner: Case studies in and on educational practice. New York: Teachers College Press.
52. Schön, D. A., & MCDonald, J. P. (1998). Doing what you mean to do in school reform. Providence, RI: Brown University.
53. Sizer, T. R. (1992). Horace's school: Redesigning the American high school. Boston: Houghton Mifflin.
54. Spence, D. (1982). Narrative truth and historical truth: Meaning and interpretation in psychoanalysis. New York: Norton.
55. Williams, B. (1996). Closing the achievement of gap: A vision for changing beliefs and practice Alexandria. VA: Association for Supervision and Curriculum Development.