“Data Is [G]od”: The Influence of Cumulative Policy Reforms on Teachers' Knowledge in an Urban Middle School in the United States ^∗

Abstract

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.

Citation

Craig, C.J. (2023), "“Data Is [G]od”: The Influence of Cumulative Policy Reforms on Teachers' Knowledge in an Urban Middle School in the United States ^∗ ", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Teaching and Teacher Education in International Contexts (Advances in Research on Teaching, Vol. 42), Emerald Publishing Limited, Leeds, pp. 131-159. https://doi.org/10.1108/S1479-368720230000042017