Title
Subscribe Today
Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
My Experience
Technology - Good for Students AND Teachers
Fiddling with Indicators while using Toxic Tests
Ode to Dewey
Clearly Articulated Proposal--Thank You!
Announcements
Call for Book Proposal Submissions: Transforming Teaching and Learning in Higher Education
Call For Book Proposals [Critical Storytelling Book Series]
IJEP- CALL FOR PAPERS. RESPONDING TO NEOLIBERALISM THROUGH PRAXIS AND REFLECTIONS IN THE MIDDLE OF CRISIS WHERE THE RESISTANCE AND NEW LIVES EMERGE
CALL FOR CHAPTER PROPOSALS and BOOK CHAPTERS
 

The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators' Narrative Knowing


by Cheryl J. Craig - 2004

Researched in the narrative inquiry tradition, this article examines the influence of state-mandated accountability testing on Eagle High School's dramatically shifting context and the embodied knowledge held and expressed by principal, Henry Richards, and the Eagle teachers. Through carefully unpacking Richards's "dragon in school backyards" metaphor, the way the prevailing state accountability system shaped and continues to shape the school's development becomes revealed. The inquiry raises serious questions about the relationships between and among curriculum, instruction, and standardized testing for accountability purposes and what educators are asked and required to do in the pursuit of educational excellence as defined by policy makers.


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators' Narrative Knowing
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.		 $12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.		 $25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.		 $210


Cite This Article as: Teachers College Record Volume 106 Number 6, 2004, p. 1229-1257
https://www.tcrecord.org ID Number: 11572, Date Accessed: 9/17/2021 8:17:57 AM

Purchase Reprint Rights for this article or review
 
Article Tools
Executive Summary
Full Text in PDF Format
Email this article
Print this article
Post a Comment

Related Media


Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Cheryl Craig
    University of Houston
    E-mail Author
    CHERYL J. CRAIG is a professor in the Department of Curriculum and Instruction, College of Education, University of Houston. Her recent publications are featured in Curriculum Inquiry, Journal of Curriculum Studies, and Reflective Practice. She is the author of Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes, Storied Metaphors (2003, Information Age Press).
 
Member Center
Welcome!
Sign-in
Submit My Work
TCR @ Your Library
Book Reviews @ Your Library
In Print
This Month's Issue

 Submit
EMAIL

Twitter

RSS