LAUSR

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.