This study examines the effects of schools' implementation of a new system for testing on student reading. Data on seven Norwegian primary schools were obtained through participant journals and interviews conducted throughout a period of five years. The analyses draw upon Cultural-Historical Activity Theory, especially the framework for expansive…

Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called "extra-individual conditions" and cultural histories. The "expectations" around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher's…