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Darling-Hammond, Linda – Educational Perspectives, 2004
For many years, teacher education has been the subject of persistent concerns, many of which were reflected in a 1997 evaluation of the Stanford Teacher Education Program (STEP). The evaluation noted the lack of a common view of the purpose of STEP, resulting in "contradictory practices and mixed messages"; fragmented coursework; faculty…
Descriptors: Teacher Education Programs, Articulation (Education), Educational Change, Program Descriptions
Darling-Hammond, Linda; Hightower, Amy M.; Husbands, Jennifer L.; LaFors, Jeannette R.; Young, Viki M.; Christopher, Carl – Center for the Study of Teaching and Policy, 2003
During the 1990s, a new policy hypothesis focusing on the quality of teaching to provide a high-leverage means for improving student achievement began to gain currency. Based on interview, observation, survey, and record data collected at the state, district, and school levels over a five-year time period, the study offers a look at how the San…
Descriptors: School Restructuring, Academic Achievement, Educational Change, Literacy
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Darling-Hammond, Linda; Sykes, Gary – Teacher Education and Practice, 2003
In this article we address the "highly qualified teacher" provisions of the No Child Left Behind (NCLB) Act of 2001. We argue that the provisions' intent is important and achievable, and we outline critical research on the issue of which teacher qualifications matter for student learning. Three questions frame the discussion: Does…
Descriptors: Teacher Effectiveness, Federal Legislation, Teacher Qualifications, Teacher Certification
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Darling-Hammond, Linda – Educational Leadership, 2003
Discusses research related to the cost, causes, and consequences of teacher attrition especially in high-poverty schools. Includes four major factors influencing teacher attrition: Salaries, working conditions, teacher preparation, and mentor support. Draws implications for educational policy and practice. (Contains 28 references.) (PKP)
Descriptors: Beginning Teachers, Elementary Secondary Education, Faculty Mobility, Mentors
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Darling-Hammond, Linda; Sykes, Gary – Education Policy Analysis Archives, 2003
Discusses the need for a national teacher supply policy to meet the requirement of the No Child Left Behind Act that there be a highly qualified teacher in all classrooms. Programs for teacher supply should be modeled on medical manpower efforts. Describes some successful strategies. (SLD)
Descriptors: Elementary Secondary Education, Program Development, Teacher Qualifications, Teacher Supply and Demand
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Darling-Hammond, Linda; Chung, Ruth; Frelow, Fred – Journal of Teacher Education, 2002
Surveyed beginning teachers regarding their views on their preparation for teaching, beliefs and practice, and plans to remain in teaching. Teachers prepared in teacher education programs felt significantly better prepared than those prepared through alternative programs or without preparation. Teachers' views of their preparation varied. The…
Descriptors: Alternative Teacher Certification, Beginning Teachers, Elementary Secondary Education, Higher Education
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Darling-Hammond, Linda – Education Policy Analysis Archives, 2002
Documents many inaccuracies in the Abell Foundation report on teacher certification and describes the actual findings of many of the studies the Foundation's report purports to review. Presents data challenging the Abell Foundation claim that uncertified teachers are as effective as certified teachers. (SLD)
Descriptors: Alternative Teacher Certification, Elementary Secondary Education, Literature Reviews, Teacher Education
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Darling-Hammond, Linda; Eiler, Melissa; Marcus, Alan – Issues in Teacher Education, 2002
As part of its ongoing process of formative evaluation, the Stanford Teacher Education Program (STEP) conducted a survey of four cohorts of recent graduates. The data from this survey are being used in concert with findings from other lines of inquiry to assess and improve the program. The discussion in this paper is centered on several research…
Descriptors: Formative Evaluation, Cohort Analysis, Teacher Education Programs, Graduates
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Hammerness, Karen; Darling-Hammond, Linda – Issues in Teacher Education, 2002
Teacher education in the United States has been the subject of persistent and abiding concerns. Teacher educators have struggled for years to connect theory and practice, to place student teachers in classrooms that reflect state-of-the-art practice, and to construct program coursework that illuminates research on effective teaching in ways that…
Descriptors: Student Teaching, Teacher Education, Student Teachers, Teacher Effectiveness
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Darling-Hammond, Linda; Ancess, Jacqueline; Ort, Susanna Wichterle – American Educational Research Journal, 2002
Documented the birth process for new small schools that developed in a 7-year study of the Coalition Campus Schools Project in New York City. The study of new schools, part of a network of reform-oriented schools in the context of systemwide reform, finds that the five new schools created to replace a failing high school perform better in many…
Descriptors: Academic Achievement, Educational Change, High Schools, Performance Factors
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Darling-Hammond, Linda; Youngs, Peter – Educational Researcher, 2002
Discusses research used to support findings from the U.S. Secretary of Education's report, "Meeting the Highly Qualified Teacher Challenge," and suggests that different conclusions would derive from a well-grounded rendering of the evidence. Examines four propositions (among them, teachers who have completed teacher education programs…
Descriptors: Academic Achievement, Alternative Teacher Certification, Educational Research, Elementary Secondary Education
Hammerness, Karen; Darling-Hammond, Linda; Shulman, Lee – 2001
This paper explores what, and how, student teachers may learn about theory and practice from writing cases, examining some of the features of the pedagogy that may contribute to these results. The paper draws upon data collected from a quarter-long teacher education course, "Principles of Learning for Teaching," that is offered in the Stanford…
Descriptors: Case Method (Teaching Technique), Case Studies, Elementary Secondary Education, Higher Education
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Darling-Hammond, Linda; Berry, Barnett; Thoreson, Amy – Educational Evaluation and Policy Analysis, 2001
Critiques the methodology of a study that found that teacher certification had little effect on the achievement of students and presents additional data on the characteristics of the small sample of teachers in the original analysis. Results suggest that most of those teachers had qualifications equivalent to certification. (SLD)
Descriptors: Academic Achievement, Elementary Secondary Education, Research Methodology, Teacher Certification
Darling-Hammond, Linda – 2001
This paper examines Kate Walsh's Abell Foundation report, which purports to prove there is no credible research supporting the use of teacher certification as a regulatory barrier to teaching and argues against reforms that would strengthen incentives to bring qualified teaches to inner city schools. This paper discusses inaccuracies in Walsh's…
Descriptors: Academic Achievement, Educational Research, Elementary Secondary Education, Higher Education
Wilson, Suzanne M.; Darling-Hammond, Linda; Berry, Barnett – 2001
In this monograph, the authors describe Connecticut's long-term efforts to implement a comprehensive set of teaching quality policies to support improved student learning. The authors begin by describing the 15-year evolution of policies designed to recruit, prepare, and support teachers, while also creating greater accountability for the…
Descriptors: Academic Achievement, Accountability, Educational Change, Educational Improvement
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