This case examines the practical and philosophical dilemmas related to a qualitative, multi-state analysis of how secondary English Language Arts teachers reconciled their commitment to teaching for social justice with curricular standards and mandates. Topics addressed include the identification and narrowing of a research question; developing and responding to the results of a pilot study; strengths, limitations, and recommendations related to curriculum analysis methods; and how to conduct research that responds to scheduling needs of teacher-participants and researchers.

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