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Implementation Handbook

Linda Darling-Hammond on Teaching and Learning

Books

  • Powerful Teacher Education: Lessons from Exemplary Programs (in collaboration with Letitia Fickel, Maritza Macdonald, Kay Merseth, Lynne Miller, Gordon Ruscoe, David Silvernail, Jon Snyder, Betty Lou Whitford, Kenneth Zeichner).  San Francisco:  Jossey-Bass, 2006.
  • Preparing Teachers for a Changing World:  What Teachers Should Learn and Be Able to Do (Editor, with John Bransford).  San Francisco: Jossey-Bass, 2005.  Recipient of the Pomeroy Award, American Association of Colleges for Teacher Education, 2006.
  • Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve (Editor, with Joan Snowden).  San Francisco:  Jossey-Bass, 2005.  Excerpted in Educational Horizons, Vol. 85, No. 2, Winter 2007, pp. 111-132.
  •   Learning to Teach for Social Justice (Editor, with Jennifer French and Silvia Paloma Garcia-Lopez).  NY: Teachers College Press, 2002.  
  • Teaching as the Learning Profession:  A Handbook of Policy and Practice (Editor, with Gary Sykes).  San Francisco, CA:  Jossey-Bass, 1999.  Recipient of the Outstanding Book Award, National Staff Development Council, 2000.
  • A License to Teach: Building a Profession for 21st Century Schools (with Arthur E. Wise and Stephen P. Klein).  Boulder, CO: Westview Press, 1995.  Reprinted by Jossey Bass, San Francisco, 1999.
  • Professional Development Schools: Schools for Developing a Profession (Editor).  New York: Teachers College Press, 1994. Chinese translation by Wang Xiaohua.  Beijing: China Light Industry Press, 2004.  2nd edition by Teachers College Press, 2005. 

Monographs

  • Recognizing and Enhancing Teacher Effectiveness:  A Policy Maker’s Guide.  Washington, DC: Council for Chief State School Officers, 2007.
  • Influences of National Board Certification on Teachers’ Classroom Assessment Practices (with J. Myron Atkin, Mistilina Sato, and Ruth Chung Wei).  Stanford, CA: Stanford University, 2007.
  • Access to Quality Teaching: An Analysis of Inequality in California’s Public Schools.   Paper prepared for Williams v. California, 2002.  http://repositories.cdlib.org/idea/wws/wws-rr002-1002/. 
  • A Case of Successful Teaching Policy: Connecticut’s Long Term Efforts to Improve Teaching and Learning  (with Suzanne Wilson and Barnett Berry).  Seattle, WA: Center for the Study of Teaching and Policy, University of Washington, 2001.
  • Educating Teachers for California's Future, Report for the Teacher Education Summit of California College and University Presidents. San Francisco: The James Irvine Foundation, 2000.
  • Studies of Excellence in Teacher Education (ed.): Preparation in the Undergraduate Years,  Washington, D.C.: American Association of Colleges for Teacher Education and NY: National Commission on Teaching and America’s Future, 2000. 
  • Studies of Excellence in Teacher Education (ed.): Preparation at the Graduate Level,  Washington, D.C.: American Association of Colleges for Teacher Education and NY: National Commission on Teaching and America’s Future, 2000. 
  • Studies of Excellence in Teacher Education (ed.): Preparation in a Five-year Program,  Washington, D.C.: American Association of Colleges for Teacher Education and NY: National Commission on Teaching and America’s Future, 2000. 
  • Teacher Quality and Student Achievement: A Review of State Policy Evidence, Seattle, WA: Center for the Study of Teaching and Policy, University of Washington, 1999.
  • Professional Development for Teachers: Setting the Stage for Learning from Teaching. Santa Cruz, CA: The Center for the Future of Teaching & Learning, 1999.
  • Reshaping Teaching Policy, Preparation, and Practice: Influences of the National Board for Professional Teaching Standards. Washington D.C.:  American Association of Colleges for Teacher Education, 1999.
  • Teaching for High Standards: What Policymakers Need to Know and Be Able to Do (with Deborah Loewenberg Ball). Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania, co-published with the National Commission on Teaching and America's Future, 1998.
  • Doing What Matters Most: Investing in Quality Teaching.  New York: National Commission on Teaching and America's Future, Teachers College, Columbia University, November, 1997.
  • What Matters Most: Teaching for America’s Future.  New York: National Commission on Teaching and America’s Future, Teachers College, Columbia University, September, 1996.
  • Education for Democracy. Inaugural Lecture for the William F. Russell Professorship.  New York: Teachers College, Columbia University, January 26, 1995.  Reprinted in William Ayers and Janel L. Miller (eds.) A Light in Dark Times: Maxine Greene and the Unfinished Conversation, pp. 78-91, New York:  Teachers College Press, 1998.
  • The Teaching Internship: Practical Preparation for a Licensed Profession (with Tamar Gendler and Arthur E. Wise).  Santa Monica, CA: RAND Corporation, l990.

Book Chapters

  • “Knowledge for Teaching: What do We Know?” In Mary Kennedy (ed.), Handbook of Research on Teacher Education. Taylor & Francis, 2008. 
  • “Reshaping Teaching Policy, Preparation, and Practice: Influences of the National Board for Professional Teaching Standards.” In John Hattie and Lawrence Ingvarsson (eds.), Assessing Teachers For Professional Certification: The National Board for Professional Teaching Standards -- The First Decade, 2008.
  • “Images of Teaching:  Cultivating a Moral Profession.”  In David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla (eds.),  A Life in Classrooms: Philip W. Jackson and the Practice of Education, pp. 16-34.  NY: Teachers College Press, 2007.
  • “Reshaping Teaching Policy, Preparation, and Practice.”  In Lawrence Ingvarsson (ed.), Assessing Teachers For Professional Certification: The National Board for Professional Teaching Standards The First Decade,  in press.
  • “Building instructional quality: ‘Inside-out’ and ‘Outside-in’ perspectives on San Diego’s school reform” (with Amy Hightower, Jennifer Husbands, Jeannette LaFors, Viki M. Young, and Carl Christopher).  In Alma Harris & Janet Chrispeels (ed.), Improving schools and educational systems: International perspectives, pp. 129-185.  NY: Routledge, 2006.
  • “Urban Teaching: Strategies for Quality.”   In John Simmons (ed.), Breaking Through: Transforming Urban School Districts.  NY: Teachers College Press, 2006.
  • “The Consequences of Student Testing for Teaching and Teacher Quality” (with Elle Rustique-Forrester).  In Joan Herman and Edward Haertel (eds.) The Uses and Misuses of Data in Accountability Testing. The 104th Yearbook of the National Society for the Study of Education, Part II, pp. 289-319.  Malden, MA: Blackwell Publishing, 2005.
  • “Educating Teachers for Developmentally Appropriate Practice” (with Frances Degen Horowitz and John Bransford).  In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do,  pp. 88-125.  San Francisco: Jossey-Bass, 2005.
  • “Educational Goals and Purposes: Developing a Curricular Vision for Teaching” (with James Banks, Karen Zumwalt, Louis Gomez, Miriam Gamoran Sherin, Jacqueline Griesdorn, and Lou-Ellen Finn).  In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do,  pp. 169-200.  San Francisco: Jossey-Bass, 2005.
  • “Classroom Management” (with Pamela LePage and Hanife Akar).  In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do,  pp. 327-257.  San Francisco: Jossey-Bass, 2005.
  • “How Teachers Learn and Develop” (with Karen Hammerness & John Bransford).   In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do,  pp. 358-389.  San Francisco: Jossey-Bass, 2005.
  • “The Design of Teacher Education Programs” (with Karen Hammerness).  In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do,  pp. 390-441.  San Francisco: Jossey-Bass, 2005.
  • "Enhancing Teaching." In William A. Owings and Leslie S. Kaplan (eds.), Best Practices, Best Thinking, and Emerging Issues in School Leadership, pp. 75-87.  Thousand Oaks, CA: Corwin Press, 2003.
  • “Ensuring Students’ Right to Learn.”  In Ellen Moir (ed.), Launching the Next Generation of New Teachers.  Symposium Proceedings, pp. 33-42.  Santa Cruz, CA: New Teacher Center, University of California, Santa Cruz, 2003.
  • “Standard Setting in Teaching: Changes in Licensing, Certification, and Assessment.” In Virginia Richardson (ed.), Handbook Of Research On Teaching, 4th Edition, pp. 751-776. Washington, DC: American Educational Research Association, 2001.
  • “Teaching for America’s Future: National Commissions and Vested Interests in an Almost Profession.”   In Karen Symms Gallagher and Jerry D. Bailey (eds.), The Politics of Teacher Education Reform.  Yearbook of the Politics of Education Association, pp. 162-183.  Thousand Oaks, CA: Corwin Press, 2000.
  • “Where there is Learning there is Hope: The Preparation of Teachers at the Bank Street College of Education” (with Maritza Macdonald).  In Linda Darling-Hammond (ed.), Studies of Excellence in Teacher Education: Preparation at the Graduate Level,  pp. 1-96.  Washington, D.C.: American Association of Colleges for Teacher Education, 2000.
  • “Educating Teachers for the Next Century: Rethinking Practice and Policy.”  In Gary A. Griffin (ed.), The Education of Teachers. NSSE Yearbook.   Chicago: University of Chicago Press, 1999.  
  • “Investing in Teaching as a Learning Profession: Policy Problems and Prospects” (with Milbrey McLaughlin).  In Linda Darling-Hammond and Gary Sykes (eds.), Teaching as the Learning Profession: Handbook of Policy and Practice, pp. 376-412. San Francisco: Jossey-Bass, 1999. 
  • “The Case for University-Based Teacher Education.” In Robert Roth (ed.), The Role of the University in the Preparation of Teachers, pp. 13-30. Philadelphia:  Falmer Press, 1999.
  • "Experience and Education:  Implications for Teaching and Schooling Today."  In John Dewey,  Experience and Education:  The 60th Anniversary edition.  West Lafayette, IN:  Kappa Delta Pi, 1998.
  • "The Changing Social Context of Teaching in the United States."  In Bruce J. Biddle, Thomas L. Good, Ivor F. Goodson (eds.), International Handbook of Teachers and Teaching, pp. 1053-1077. The Netherlands and Norwell, MA:  Kluwer Academic Press, 1997.
  • "Education, Equity, and the Right to Learn."  In John I. Goodlad and Timothy J. McMannon (eds.), The Public Purpose of Education and Schooling, pp. 41-54.  San Francisco: Jossey-Bass, 1997.
  • "Who Teaches and Why: The Dilemmas of Building a Profession for 21st Century Schools" (with Eileen Sclan).  In John Sikula (ed.), Handbook of Research on Teacher Education, pp. 67-101. New York: Macmillan, 1996.
  • "The Changing Context of Teacher Education" (with Velma L. Cobb).  In Frank B. Murray (ed.), The Teacher Educator's Handbook: Building a Knowledge Base for the Preparation of Teachers, pp. 14-62. San Francisco: Jossey-Bass, 1996.
  • "The Teaching Profession and Teacher Education in the United States" (with Velma L. Cobb).  In APEC Education Forum: Teacher Preparation and Professional Development in APEC Members, pp. 221-240. Washington, DC: United States Department of Education, May 1995.
  • "Inequality and Access to Knowledge."  In James Banks (ed.), Handbook of Research on Multicultural Education, pp. 465-483.  New York: Macmillan, 1995.
  • "The Role of Teacher Expertise in Students' Opportunity to Learn," Strategies for Linking School Finance and Students' Opportunity to Learn. The National Governor's Association, 1995, pp. 19-23.
  • "Developing Professional Development Schools: Early Lessons, Challenge, and Promise."  In Linda Darling-Hammond (ed.), Professional Development Schools: Schools for Developing a Profession, pp. 1-27.  New York: Teachers College Press, 1994.
  • "Teacher Professionalism" (with Arthur E. Wise).  In Marvin Alkin (ed.), Encyclopedia of Educational Research, 6th ed.,  pp. 1359-1366.  New York: Macmillan, 1992.

Articles

  • The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future,” Educational Researcher Vol. 36, No. 6 (September 2007), pp. 318-334
  • “A Marshall Plan for Teaching: What it Will Really Take to Leave No Child Behind,” Education Week Commentary, Vo. 26, No. 18 (January 10, 2007), pp. 48, 28.
  •  “Highly Qualified Teachers for All” (with Barnett Berry).  Educational Leadership, Vol 64, No. 3 (November 2006), pp. 14-20.
  • Constructing Twenty-first Century Teacher Education,” Journal of Teacher Education, Vol. 57, No. 3 (May-June, 2006), pp. 300-314.
  • Assessing teacher education: The usefulness of multiple measures for evaluating program outcomes,” Journal of Teacher Education, Vol. 57, No. 1 (January-February, 2006), pp. 1-19.
  • “Teaching as a profession: Lessons in teacher preparation and professional development,” Phi Delta Kappan,   Vol. 87, No. 3 (November 2005), pp. 237-240.  Excerpted in The Education Digest, Vol. 71, No. 4 (December 2005), pp. 22-27.
  • “How teaching conditions predict teacher turnover in California schools” (with Susanna Loeb & John Luczak).  Peabody Journal of Education, Vol. 80, No. 3 (2005), pp. 44-70.
  • Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness” (with Deborah Holtzman, Su Jin Gatlin, and Julian Vasquez Heilig).   Education Policy Analysis Archives,  Vol. 13, No. 42 (2005).
  • “Educating the New Educator: Teacher Education and the Future of Democracy,” The New Educator, Vol. 1, No. 1 (January-March, 2005), pp. 1-17.  
  • “Inequality and the Right to Learn: Access to Qualified Teachers in California’s Public Schools,” Teachers College Record, Vol. 106, No. 10, (October 2004), pp. 1936-1966.
  • “Meeting the ‘Highly Qualified Teacher’ Challenge” (with Gary Sykes), Teacher Education in Practice, Vol. 16, No. 4 (Winter 2003), pp. 331-354.
  • “'Steady Work’: The Ongoing Redesign of the Stanford Teacher Education Program,” Educational Perspectives, Vol. 36, No. 1-2 (2003), pp. 8-19.
  • “Access to Quality Teaching: An Analysis of Inequality in California’s Public Schools,” Santa Clara Law Review,  Vol. 43 (2003), pp. 101-239.
  • Wanted: A National Teacher Supply Policy for Education: The right way to meet the ‘highly qualified teacher’ challenge” (with Gary Sykes), Educational Policy Analysis Archives, Vol. 11, No. 33 (September 2003). 
  • “Keeping Good Teachers: Why it Matters, What Leaders can Do,” Educational Leadership, Vol. 60, No. 8 (May 2003), pp. 6-13.
  • “Variation in teacher preparation: How well do different pathways prepare teachers to teach?” (with Ruth Chung and Fred Frelow).  Journal of Teacher Education, Vol. 53, No. 4 (September/October 2002), pp. 286-302.
  • Research and rhetoric on teacher certification: A response to ‘Teacher Certification Reconsidered,’" Education Policy Analysis Archives, 10 (36). (September, 2002).
  • “Toward a Pedagogy of Cases in Teacher Education” (with Karen Hammerness). Teaching Education, Vol. 13, No. 2 (August 2002), pp. 125-135.
  • “Toward Expert Thinking: How Curriculum Case Writing Prompts the Development of Theory-Based Professional Knowledge in Student Teachers” (with Karen Hammerness and Lee Shulman). Teaching Education, Vol. 13, No. 2 (August 2002), pp. 221-245.
  • “Evaluating Teacher Education,” Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002), pp. 3-16.
  • “Meeting Old Challenges and New Demands: The Redesign of the Stanford Teacher Education Program” (with Karen Hammerness). Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002), pp. 17-30.
  • “Perceptions of Preparation: Using Survey Data to Assess Teacher Education Outcomes” (with Melissa Eiler and Alan Marcus). Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002), pp. 65-84.
  • “Steady Work: The Story of Connecticut’s School Reform,” (with Suzanne Wilson and Barnett Berry), American Educator, Fall 2001, pp. 34-39, 48.
  • “Teacher Testing and the Improvement of Practice,” Teaching Education, Vol. 12, No. 1 (Spring 2001), pp. 11-34.
  • "Educating Teachers for California's Future," (with Jeanette LaFors and Jon Snyder), Teacher Education Quarterly, Vol. 28, No. 1 (Winter 2001), pp. 9-55.
  • “Futures of Teaching in American Education,” Journal of Educational Change, Vol. 1, No. 4 (December 2000), pp. 353-373.
  • How Teacher Education Matters,” Journal of Teacher Education, Vol. 51, No. 3 (May/June 2000), pp.166-173.
  • "How Teaching Knowledge Matters,"  Thinking K-16, Vol. 4, No. 1 (Spring 2000), p. 20.
  • “Teaching for America’s Future: National Commissions and Vested Interests in an Almost Profession,” Educational Policy, Vol. 14, No. 1 (January - March 2000), pp. 162-183.
  • “Reforming Teacher Preparation and Licensing: Debating the Evidence,” Teachers College Record, Vol. 102, No. 1 (February 2000), pp. 28-56.
  • Teacher Quality and Student Achievement,” Educational Policy Analysis Archives, Vol. 8, No. 1 (January 2000).
  • "Teaching for America's Future: A Progress Report for the Millennium," Congressional Program, Vol. 15, No. 1 (January 2000), pp. 53-66.
  • "Recruiting Teachers for the 21st Century: The Foundation for Educational Equity," (with Barnett Berry), The Journal of Negro Education, Vol. 68, No. 3 (Summer 1999), pp. 254-279.
  • "Teacher Education: Rethinking Practice and Policy." Unicorn: Journal of the Australian College of Education, Vol. 25, No. 1 (April 1999), pp. 30-48.
  • "Educating Teachers:  The Academy's Greatest Failure or It's Most Important Future?" Academe, Vol. 85, No.1 (January-February 1999). Excerpted in Education Digest, Vol. 64, No. 9 (May 1999), pp. 18-23.
  • "Learning to Teach in the 21st Century," Principal, Vol. 78, No. 1 (September 1998), pp. 23-25.
  • "Investing in Teaching: The Dividend is Student Achievement," (with Barnett Berry), Education Week Commentary (May 27, 1998), pp. 48 and 34.
  • "Standards for Assessing Teaching Effectiveness Are Key: A Response to Schalock, Schalock, and Myton," Phi Delta Kappan, Vol. 79, No. 6 (February 1998), pp. 471-472.
  • "Teacher Learning That Supports Student Learning," Educational Leadership, Vol. 55, No. 5 (February 1998), pp. 6-11. Excerpted in Edutopia, (Spring 1999), pp. 3-5.
  • "Teachers and Teaching: Testing Policy Hypotheses From a National Commission Report," Educational Researcher, Vol. 27, No. 1 (January-February 1998), pp. 5-15.
  • "Quality Teaching:  The Critical Key to Learning," Principal, Vol. 77, No. 1 (September 1997), pp. 5-11.  Excerpted in Education Digest, Vol. 63, No. 3 (November 1997), pp. 4-9.
  • "The Quality of Teaching Matters Most," Journal of Staff Development, Vol. 18, No. 1 (Winter 1997), pp. 38-41.
  • “What Matters Most: Investing in Teaching," The School Administrator, Vol. 54, No. 3 (March 1997), p. 44.
  • “What Matters Most: A Competent Teacher for Every Child," Phi Delta Kappan, Vol. 78, No. 3 (November 1996), pp. 193-200.  Excerpted in "What Matters Most: Getting Serious about Standards," Teacher-To-Teacher. Vol. 5, No. 3 (September 1997), pp. 2-3.
  • “The Right to Learn and the Advancement of Teaching: Research, Policy and Practice for Democratic Education," Educational Researcher, Vol. 25, No. 6 (August/September 1996), pp. 5-17.
  • “The Quiet Revolution: Rethinking Teacher Development," Educational Leadership, Vol. 53, No. 6 (March 1996), pp. 4-10.
  • "Mapping a Blueprint for a Profession," Taft Institute News, Vol. 1, No. 3 (Spring 1995), pp. 1-2.
  • "Changing Conceptions of Teaching and Teacher Development," Teacher Education Quarterly, Vol. 22, No. 4 (Fall 1995), pp. 9-26.
  • "Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers," Peabody Journal of Education, Vol. 67, No. 3 (November 1992), pp. 123-154.

Published Lectures

  • Standards for Teachers. 34th Charles W. Hunt Memorial Lecture.  Chicago, IL:  AACTE 46th Annual Meeting, February 17, 1994.