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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
Darling-Hammond, Linda; And Others – 1994
This document contains two articles that develop an argument for how schools must change to meet the demands of democracy; they also present a focused agenda for action. In the first article, "Reframing the School Reform Agenda: Developing Capacity for School Transformation," Linda Darling-Hammond describes how two different paradigms of teaching…
Descriptors: Behaviorism, Constructivism (Learning), Educational Change, Educational History
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Darling-Hammond, Linda – Liberal Education, 2000
Discussion of educational reform at the K-12 level focuses on current pressures for high standards, the needs of the diverse student body, and testing as the measure of achievement. Suggests higher education's role is, first, to educate powerful teachers and, second, to collaborate in efforts to redesign educational forms and develop standards of…
Descriptors: Academic Standards, College Role, College School Cooperation, Educational Change
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Darling-Hammond, Linda – Educational Evaluation and Policy Analysis, 1990
An introduction to five case studies of mathematics teachers and ancillary essays on implementation of instructional policy change at the classroom level is provided. The case studies and associated discussions focus on California's new Mathematics Framework, which features changes in textbooks, tests, and commonly held conceptions of subject…
Descriptors: Case Studies, Classroom Techniques, Curriculum Development, Educational Policy
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
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Darling-Hammond, Linda – Academe, 1999
Until recently there has been little conversation about the most important contribution academe can make to supporting learning. If universities would commit their considerable resources to better preparing the individuals who become elementary and secondary school teachers, they could transform the nation's educational system and stimulate higher…
Descriptors: Change Strategies, College Role, Educational Improvement, Educational Quality
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Darling-Hammond, Linda – NASSP Bulletin, 1987
Competing notions of education are reviewed. The progressivist notion is individualistic and aims at self-actualization, whereas the more conservative perspective emphasizes a mechanistic approach in which some students' full potential may not be realized. To accommodate student differences, curricula must be treated as useful guidelines to…
Descriptors: Academic Achievement, Curriculum Development, Educational Change, Educational Quality
Darling-Hammond, Linda – 2000
This paper examines how urban school districts that have substantially improved student performance emphasize improvement of education guided by rigorous standards for teachers rather than high-stakes testing for students. States and districts that rely on test-based accountability emphasizing sanctions for students and teachers often produce…
Descriptors: Academic Achievement, Academic Standards, Accountability, Educational Change
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Darling-Hammond, Linda; And Others – Elementary School Journal, 1995
Proposes new forms of teacher leadership emerging in professional development schools. Suggests that teacher leadership is inextricably connected to teacher learning and can be embedded in tasks and roles that do not create artificial, imposed, formal hierarchies; such approaches may lead to greater profession-wide leadership, thereby improving…
Descriptors: College School Cooperation, Educational Change, Higher Education, Instructional Leadership
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Darling-Hammond, Linda – American Journal of Education, 1994
Argues that content standards that are aligned with tests are the wrong starting point for systemic school change aimed at improving teaching and learning and that national standards are the wrong vehicle. Policies should attempt to create a system in which community involvement, teacher knowledge, and equalized school capacity are starting points…
Descriptors: Academic Achievement, Access to Education, Community Responsibility, Community Role
Darling-Hammond, Linda – 2000
This report explains the growing evidence that investments in teacher knowledge are among the most productive means for increasing student learning. The creation of rigorous professional standards for teachers is one sign of progress in this area. However, new teaching standards will have little import for students, particularly the most…
Descriptors: Academic Achievement, Academic Standards, Alternative Teacher Certification, Elementary Secondary Education
Darling-Hammond, Linda – 1994
Teacher educators and teachers must be leaders in developing learner-centered standards for preparing teachers. Standards can help teachers build their own knowledge and understanding of what helps students learn. As schools undergo restructuring, teachers will be responsible for students, not just subject-matter information; for understanding how…
Descriptors: Elementary Secondary Education, Higher Education, Leadership, Reflective Teaching
Darling-Hammond, Linda – 1992
Economic and demographic changes in the United States signal a new mission for education--one in which the schools are responsible for ensuring that all students learn. This paper argues that this changed mission requires a new paradigm for school reform policy, one that shifts from designing controls intended to direct the system to developing…
Descriptors: Educational Change, Educational Improvement, Educational Policy, Educational Theories
Darling-Hammond, Linda; Rustique-Forrester, Ellalinda – 1997
State policymakers can have an impact on the quality of the teaching force if they look seriously at three issues. The first issue is setting and enforcing teaching standards: setting standards for teacher education, teacher licensing, and ongoing evaluation and professional development; working toward National Council for the Accreditation of…
Descriptors: Academic Standards, Beginning Teacher Induction, Educational Improvement, Educational Quality