Nested within a 5-year examination of Teach for America (TFA) corps members' experiences with learning to teach, this article focuses on the salient theme of "Reform Models" found in data collected when a highly publicized testing cheating scandal was breaking in this urban district. Using constructivist grounded theory, researchers analyzed 5,897 daily reflections written during a year-long, initial certification course. Rigorous, comprehensive, and collaborative data analysis utilizing a multirater/multistage/multiyear process, including ATLAS.ti, researchers' memos, audit trails, and emic perspectives of participant-researchers, assured trustworthiness. Analysis revealed federal accountability policies and education reforms that had profound and negative influences on literacy curriculum, pedagogy, teaching, learning, and classroom practice.
