ERIC Number: ED426491
Record Type: RIE
Publication Date: 1998
Teaching for High Standards: What Policymakers Need To Know and Be Able To Do. CPRE Joint Report Series.
Darling-Hammond, Linda; Ball, Deborah Loewenberg
Recent emphasis on raising standards has attracted Americans' attention to factors that improve student learning. An examination of the relationship between teacher knowledge and student performance is offered in this report. The text summarizes what research suggests about various kinds of teacher education, the professional development teachers need in order to learn how to teach to high standards, and the relationship between teacher knowledge and student achievement and what matters for teacher effectiveness. It details what states are doing to provide these opportunities for teacher learning and with what effects. The narrative focuses on problems in the preparation of U.S. teachers and provides international comparisons of teacher development. It discusses whether other countries are able to support teaching more effectively than the U.S., and it reports some of the recommendations of the National Commission on Teaching and America's Future. Some examples of effective professional development programs are described along with some promising state strategies for improving teaching, such as standards-based reforms of teaching. It is suggested that professional discourse develop around problems of practice and that learning from the analysis of practice be emphasized in teacher education. (RJM)
Descriptors: Academic Standards, Educational Improvement, Educational Policy, Elementary Secondary Education, Instructional Improvement, Knowledge Base for Teaching, State Programs, Teacher Education, Teacher Effectiveness, Teacher Improvement
CPRE Publications, University of Pennsylvania, Graduate School of Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 ($10; checks payable to Trustees of the University of Pennsylvania).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.; National Commission on Teaching & America's Future, New York, NY.
Grant or Contract Numbers: N/A