Expanding the research terrain: Teach For America and the problem with one-dimensional research |
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| Institution: | 1. Department of English, Illinois State University, Normal, IL, 61790-4240, USA;2. Department of English, Missouri State University, 901 S. National Avenue, Springfield, MO, 65897, USA;1. University of Maryland, 2311 Benjamin Building, College Park, MD, 20742, USA;2. The Ohio State University, 217 Arps Hall, 1945 N. High Street, Columbus, OH, 43210, USA;1. Department of Didactics of Musical, Plastic and Body Expression, Universidad de Castilla –La Mancha, Plaza de la Universidad, 3, 02071, Albacete, Spain;2. Department of Psychology, Universidad Autónoma de Nuevo León, Dr. Carlos Canseco 110, Mitras Centro, 64460, Monterrey, N.L., Mexico;3. Department of Education Theory and Policy, Pontificia Universidad Católica de Chile, Av. Libertador Bernardo O’Higgins 340, Santiago, Región Metropolitana, Chile |
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| Abstract: | This paper situates Teach For America (TFA) within the larger landscape of teacher education research. After discussing the widely publicized research on TFA and outlining the methods of this review, I overview theoretical, qualitative, and quantitative studies that are not highlighted by TFA in its internal review of literature. Next, I discuss how TFA’s emphasis on a limited base of research provides a partial picture of the organization’s practical materiality. To conclude, I theorize a multi-dimensional education research landscape that transcends existing conceptions of teacher/student/school success, which are largely based on the data that we attach to students and teachers. |
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| Keywords: | Teach for America Teacher education Literature review |
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