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Darling-Hammond, Linda – Phi Delta Kappan, 2008
In her article, Megan Hopkins offered that teaching residency can allow Teacher for America (TFA) to capitalize on its existing strengths and contribute more effectively to a better future for both low-income students and the schools that serve them. In this article, the author agrees with Hopkins' vision and asserts that the teaching residency…
Descriptors: Urban Schools, Low Income, Educational Change, Teacher Education
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Darling-Hammond, Linda; Friedlaender, Diane – Educational Leadership, 2008
Educators Linda Darling-Hammond and Diane Friedlaender share findings from their recent report highlighting five California high schools that have beaten the odds in supporting the success of low-income students of color. Animo Inglewood Charter High School, Stanley E. Foster Construction Tech Academy, June Jordan School for Equity, Leadership…
Descriptors: Educational Quality, Excellence in Education, Low Income Groups, High Risk Students
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Heilig, Julian Vasquez; Darling-Hammond, Linda – Educational Evaluation and Policy Analysis, 2008
This study examines longitudinal student progress and achievement on the elementary, middle, and high school levels in relation to accountability policy incentives in a large urban district in Texas. Using quantitative analyses supplemented by qualitative interviews, the authors found that high-stakes testing policies that rewarded and punished…
Descriptors: Testing, Academic Achievement, High Stakes Tests, Achievement Tests
Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea; Richardson, Nikole; Orphanos, Stelios – National Staff Development Council, 2009
Improving professional learning for educators is a crucial step in transforming schools and improving academic achievement. To meet federal requirements and public expectations for school and student performance, the nation needs to bolster teacher skills and knowledge to ensure that every teacher is able to teach increasingly diverse learners,…
Descriptors: Professional Development, Educational Change, Instructional Improvement, Educational Opportunities
Darling-Hammond, Linda; LaPointe, Michelle; Meyerson, Debra; Orr, Margaret Terry; Cohen, Carol – Stanford Educational Leadership Institute, 2007
This study examines eight exemplary pre- and in-service principal development programs. The programs were chosen both because they provide evidence of strong outcomes in preparing school leaders and because, in combination, they represent a variety of approaches with respect to their designs, policy contexts, and the nature of partnerships between…
Descriptors: Evidence, Case Studies, Instructional Leadership, Principals
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Darling-Hammond, Linda – Journal of Staff Development, 2007
In this article, the author shares the story of Gloria, a mathematics teacher. In her fifth year in college, while completing her master's degree, Gloria was placed in a year-long internship guided by a faculty of university- and school-based teacher educators in a professional development school. There, she worked with a team of fellow student…
Descriptors: Mathematics Teachers, Middle School Teachers, Teacher Educators, Student Teachers
Darling-Hammond, Linda – Chronicle of Higher Education, 2007
Aggressive federal recruitment and training programs for teachers during the 1970s created a brief respite, but those programs ended in the early 1980s. Severe shortages of math and science teachers were rampant again by the 1990s and continue today. Especially in predominantly minority schools, many math and science courses are now taught by…
Descriptors: Mentors, Teaching Skills, Teacher Certification, Science Teachers
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Darling-Hammond, Linda; Ross, Peter; Milliken, Michael – Brookings Papers on Education Policy, 2007
In recent years, the large comprehensive high school has been a subject of growing critique by researchers and reformers. "Factory model" schools have been criticized for their impersonal structures, fragmented curricula, segregated and unequal program options, and inability to respond effectively to student needs. Some studies have found that,…
Descriptors: High Schools, Dropout Rate, School Size, Student Diversity
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Darling-Hammond, Linda – Race, Ethnicity and Education, 2007
The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the…
Descriptors: Federal Legislation, Second Language Learning, Race, Special Needs Students
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Darling-Hammond, Linda – Educational Researcher, 2007
In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian…
Descriptors: Academic Achievement, Access to Education, Educational Resources, White Students
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Darling-Hammond, Linda; Williamson, Joy Ann; Hyler, Maria E. – Journal of Negro Education, 2007
This article chronicles a journey to achieve the type of education that focused on the battles to secure access to schooling and a curriculum for full citizenship. The pursuit of educational opportunity has been and continues to be tortuous, with each step toward progress met by a major societal set back. As the fate of individuals and nations is…
Descriptors: African American Students, Citizenship Education, Educational Opportunities, African Americans
Darling-Hammond, Linda; LaPointe, Michelle; Meyerson, Debra; Orr, Margaret Terry – Stanford Educational Leadership Institute, 2007
Contemporary school administrators play a daunting array of roles. They must be educational visionaries and change agents, instructional leaders, curriculum and assessment experts, budget analysts, facility managers, special program administrators, and community builders. New expectations for schools--that they successfully teach a broad range of…
Descriptors: Expertise, Change Agents, Organizational Change, Instructional Leadership
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Darling-Hammond, Linda – Educational Researcher, 2006
America's schools are among the most unequal in the industrialized world in terms of both inputs and outcomes. Inequalities in spending, class sizes, textbooks, computers, facilities, curriculum offerings, and access to qualified teachers contribute to disparate achievement by race and class, which increasingly feeds the "school-to-prison…
Descriptors: Textbooks, Social Services, Labor Market, Adolescents
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Darling-Hammond, Linda – Journal of Teacher Education, 2006
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we…
Descriptors: Teacher Education, Teacher Education Programs, Teaching Methods, Teaching Models
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Darling-Hammond, Linda; Ifill-Lynch, Olivia – Educational Leadership, 2006
High school teachers often have difficulty motivating struggling students to complete homework--especially in inner-city schools in which many students are discouraged by stressful living conditions. The authors consulted with successful urban educators who were involved with innovative, small high schools in New York City, and asked what…
Descriptors: Urban Education, Teaching Methods, Educational Cooperation, High School Students
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