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_____________________________________________________________________

Linda Darling-Hammond

Charles E. Ducommun Professor,
Stanford University School of Education
326 CERAS Building, 520 Galvez Mall
Stanford, CA 94305
(650) 723-3555

Updated: October, 2008

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Education


B.A. (magna cum laude), Yale University, 1973

Ed.D. (with highest distinction), Urban Education, Temple University, 1978

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Professional Experience

 
1998–present

Charles E. Ducommun Professor of Education, Stanford University
Faculty Sponsor, Stanford Teacher Education Program (1998-2004)
Co-Director Stanford Educational Leadership Institute
Co-Director School Redesign Network at Stanford

1994–2001

Executive Director, National Commission on Teaching and America's Future, Teachers College,
Columbia University

 

1993–1998

William F. Russell Professor in the Foundations of Education, Teachers College,
Columbia University

 

1989–1998

Professor, Teachers College, Columbia University and Co-Director, National Center for Restructuring Education, Schools, and Teaching,
Teachers College, Columbia University

 

1985–1989

Director and Senior Social Scientist, Education and Human Resources Program,
The RAND Corporation, Washington, D.C.


1979–1989

Social Scientist,
The RAND Corporation, Washington, D.C.

 

1978–1979

Director, Excellence in Education Program,
The National Urban Coalition, Washington, D.C.


1978–1979

Adjunct Assistant Professor,
Temple University, Graduate School of Education


1977–1978

Senior Research Associate, School Finance Reform Project,
The National Urban Coalition, Washington, D.C.


1976–1979

Associate Editor,
Cross-Reference: A Journal of Public Policy and Multicultural Education


1975–1976

Researcher/Consultant,
Education Law Center, Philadelphia, Pennsylvania


1974–1975

Reading and Study Skills Teacher,
Student Resources Center, Temple University


1973–1974 English Teacher,
Penncrest High School, Media, Pennsylvania

1970–1973

English Teacher and Curriculum Director, U.S. Grant Foundation,
Yale University

 

1969 Teacher's Aide,
Cleveland Public Schools


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Honorary Degrees

Honorary Doctorate, Hong Kong Institute of Education, 2006

Honorary Doctor of Humane Letters, University of Connecticut, 2004

Honorary Doctor of Education, University of Redlands, 2002

Honorary Doctor of Philosophy, University of Oslo, 2000

Honorary Doctor of Humane Letters, Cleveland State University, 1999

Honorary Doctor of Science, University of Toronto, 1997

Honorary Doctorate, Claremont Graduate School, 1994

Honorary Doctor of Humane Letters, Temple University, 1990


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Other Honors and Awards


Outstanding Contributions to Education Award, Council of Scientific Society of Presidents, 2008

Asa G. Hilliard Award for Outstanding Achievement in Racial Justice and Education Equity, National Summit for Courageous Conversations, 2008

Fellow, American Educational Research Association, for Excellence in Scholarship, 2008

Charles W. Eliot Award for Outstanding Contributions to Education, New England Association of Schools and Colleges, 2007

Margaret B. Lindsey Award for Distinguished Research in Teacher Education, American Association of Colleges for Teacher Education, 2007

Brown Invitational Lecture, American Educational Research Association, 2006

Pomeroy Award (with John Bransford, on behalf of the National Academy of Education’s Committee on Teacher Education for Preparing Teachers for a Changing World), American Association of Colleges for Teacher Education, 2006

Horace Mann League, Outstanding Educator Award, American Association of School Administrators, 2005

Founder’s Award, National Commission on African American Education, 2003

Outstanding Teaching Award, Stanford University School of Education, 2002

Jason Millman Memorial Scholar Award, Consortium for Research on Educational Accountability and Teacher Evaluation, 2002

Exemplary Leader, American Leadership Forum, Silicon Valley, 2001

E. Robert Stevens Award for Outstanding Scholarship, Association of Educational Service Agencies, 2000

Professional Publication Award, California County Superintendents Educational Services Association, 2000

Outstanding Book Award, National Staff Development Council, 2000 (for Teaching as the Learning Profession: A Handbook of Policy and Practice)

Research in Practice Award, American Educational Research Association, 2000

Outstanding Teaching Award, Stanford University School of Education, 1999

Outstanding Educator Award, San Francisco Exploratorium, 1999

Contribution to Staff Development Award, National Staff Development Council, 1998

Distinguished Service Award, Council of Chief State School Officers, 1998

Outstanding Book Award, American Educational Research Association, 1998 (for The Right to Learn: A Blueprint for Creating Schools that Work)

Distinguished Educator Award, Association of Teacher Educators, 1998

Crystal Apple Award, California Council on the Education of Teachers, 1997

David G. Imig Award for Distinguished Contributions to Public Policy on Behalf of Teacher Education, American Association of Colleges for Teacher Education, 1997

Janet E. Helms Award for Scholarship and Mentoring in Education, Teachers College Roundtable on Cross-Cultural Psychology and Education, Columbia University, 1997

Mark R. Shibles Distinguished Visiting Professor, University of Maine, 1995-96

Kappa Delta Pi, Distinguished Laureate, 1995

Woman of Valor Award, Educational Equity Concepts, 1995

President, American Educational Research Association, 1995-96

"Leaders in Education" Award, Association of Teacher Educators, 1990

National Academy of Education, elected to membership, 1989

Certificate of Honor, Temple University, College of Education, Alumni Association, 1988

P.E.E.R. Recognition (People in Educational Evaluation and Research) Phi Delta Kappa Center on Evaluation, Development, and Research, 1988

QUEST Citation for Outstanding Scholarship, American Federation of Teachers, 1987

Review of Research in Education Award, American Educational Research Association, 1985

Outstanding Alumnus, Temple University, Department of Urban Education, 1984

Phi Delta Kappa George E. Walk Award (awarded annually for most outstanding dissertation in the field of education), 1978

Ed.D., awarded with highest distinction, Temple University, 1978

University Graduate Fellowship Award, Temple University, 1975–1977

B.A., Magna Cum Laude, with departmental honors, Yale University, 1973

University Scholarship Award, Yale University, 1969–1973

National Merit Scholarship Semifinalist, 1969

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Professional Activities

National Council for Educating Black Children, Board of Directors, 2007-present

National Staff Development Council Advisory Panel, 2007-present

Council of Chief State School Officers Formative Assessment Advisory Group, 2006-present

Alliance for Excellent Education, Board member, 2005-present

National Commission on Teaching and America’s Future, Board member, 2001-present

Southeast Center for Teaching Quality, Advisory Board, 2001-present

Co-Chair, National Academy of Education, Committee on Teacher Education, 2000-present

National Academy of Science, National Research Council Panel on Teacher Testing, 2000-2001

Bay Area Coalition of Essential Schools, Honorary Board, 2000 - present

Foothill College, Center for Innovation, Advisory Board, 2000 - present

Co-Chair, California Professional Development Task Force, California Department of Education, 2000-01

Aspiring Principals Program, Advisory Board, 2000 – present

George Lucas Education Foundation, Advisory Board, 2000 – present

Resource Area For Teachers, Advisory Board, 2000 – present

Disney Learning Partnership, Advisory Council, 1999 - present

San Francisco Exploratorium, International Advisory Council, 1998 - 2004

Technical Review Panel for the Schools and Staffing Survey (SASS), U.S. Department of Education, 1997 - 2000

Frederick D. Patterson Research Institute Advisory Committee, 1996 – present

College Board Advisory Committee for Research and Development, 1996 – present

Center for Policy Research in Education, Advisory Board, 1996 - 2000

National Academy of Education Executive Board, 1995 - 1998

President, American Educational Research Association, 1995 - 1996; Executive Board, 1994 - 1997

National Board for Professional Teaching Standards, Member, 1991 - 1997; Executive Committee, 1993 - 1995

Chair, New York State Curriculum and Assessment Council, l99l - 1995

Chair, Council of Chief State School Officers, Interstate New Teacher Assessment and Support Consortium, Standards Drafting Panel, l99l - 1998

Carnegie Foundation for the Advancement of Teaching, Board of Trustees, 1995 - 2002

National Foundation for the Improvement of Education, Board of Directors, l99l - 1993 and 1995 - 2000

Recruiting New Teachers, Board of Directors, l99l - 1998

The College Board, Equity 2000, Member, National Advisory Commission, 1993 - present

Carnegie Corporation Task Force on Learning in the Primary Grades, Member, 1994 - 1998

Spencer Foundation, Member, Board of Directors, 1992 - 1994

Spencer Postdoctoral Fellowship Committee Member, The National Academy of Education, 1992 - 1994

Pew Forum on K - 12 Education Reform, Member, 1991 – 2002

National Education Goals Panel Advisory Committee Resource Group, 1991 - 1993

Carnegie Commission Task Force on K-12 Mathematics and Science Education, Advisory Council Member, 1991

National Advisory Board, National Center for Research on Evaluation, Standards, and Student Testing, l99l - 1995

Editor, Review of Research in Education, l99l - l994

Center for Collaborative Education, Advisory Board, l990 - present

Center on Organization and Restructuring of Schools, National Advisory Panel, l990 - 1993

American Association of Colleges for Teacher Education, Committee on the Professional Knowledge Base, 1989 - 1997

American Federation of Teachers, Education for Democracy, International Board of Sponsors, 1989-1990

National Board for Professional Teaching Standards, Research and Development Advisory Panel, 1989 - 1991

Carnegie Corporation, "Our Children's Future" Project, Advisory Panel, 1989 - 1991

American Educational Research Association, Council Member-at-Large and Executive Board Member, 1988 - 1991

Edna McConnell Clark Foundation, Advisory Panel, Program for Disadvantaged Youth, 1988 - present

Institute for Educational Leadership, Program Advisory Committee, 1988-1989

American Association for the Advancement of Science, Forum for School Science Advisory Board, 1985 - 1988

National Center for the Study of Teacher Education, Advisory Board, 1986 - 1990

Study Group on the National Assessment of Student Achievement, appointed by U.S. Secretary of Education, 1986 - 1987

Commission on Excellence in Teaching, Montgomery County Public Schools, 1985 - 1987

President and Chair, Board of Directors, The Children's Community School of Takoma Park, 1982 - 1983

Advisory Panel, Rockefeller Foundation Research Fellowship Program for Minority Scholars, 1982 - 1983

Board of Directors, Chicano Education Project, 1981 - 1982



_____________________________________________________________________
Professional Organization Memberships

National Academy of Education
Executive Board, 1993-1997
Panel on State NAEP Trials
Panel on the Future of Educational Research
Spencer Postdoctoral Fellowship Committee
Panel on the National Education Standards and Improvement Council
Committee on Teacher Education, Co-Chair, 2001- present
Executive Board, 2008-present

 

American Educational Research Association
President, 1995–1996
Executive Board, 1994–1997
Nominating Committee, l99l–present
Minority Fellowship Committee, l99l–present
Governing Council Member-at-Large, 1988–1991
Executive Board, 1989–1991
Government and Professional Liaison Committee, l985–l988

 

Horace Mann League
National Society for the Study of Education
American Education Finance Association
Politics of Education Association
National Urban Education Association

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Editorial Boards

Teaching and Learning in Schools and Higher Education, 2007-present
The Teacher Educator,  2005-present
Teacher Education Quarterly, 2005-present
American Educational Research Journal, 2003-2005
The New Educator, 2003-present
Asia-Pacific Journal of Teacher Education and Development, 2003-present
Educational Policy Analysis Archives, 2002-present
Teaching Education, 1999-present
Phi Delta Kappan, 1995-present
Educational Evaluation and Policy Analysis, 1994 – 1999
Teaching and Change, 1993 - present
Harvard Education Letter, 1993 - present
Handbook of Research on Multicultural Education, 1992 - 1994
Review of Research in Education, 1989 - l99l; 1998-2000
American Journal of Education, 1988 - 1990
Educational Researcher, 1987 - 1991; 1998 – 2001

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Outside Reviewer

American Educational Research Journal
American Journal of Education
Economics of Education Review
Educational Evaluation and Policy Analysis
Educational Leadership
Educational Policy
Educational Policy Analysis Archives
Educational Researcher
International Journal of Qualitative Studies in Education
Journal of Policy and Management
Journal of Teacher Education
Review of Educational Research
Review of Research in Education
Sociology of Education
Teaching and Change
Teaching and Teacher Education
Teaching Education
Urban Education Review

_____________________________________________________________________
University Service


Stanford University School of Education
Chair, Teacher Education Steering Committee, 2007-present
African & African American Studies Steering Committee, 2007-present
Hass Center Faculty Advisory Board, 2005 - present
Faculty Sponsor, Stanford Teacher Education Program, 1998 – 2004
Provost Search Committees, 1999; 2000
Provost Committee on the Future of the University, 2000-2001

Teachers College, Columbia University
Faculty Executive Committee, l990–1992
Co-Chair, Faculty Executive Committee, l99l–1992
Affirmative Action Committee, l989–1991


Publications

Books

Powerful Learning: What we Know about Teaching for Understanding (with Brigid Barron, P. David Pearson, Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson).  San Francisco: Jossey-Bass, 2008 (in press).

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.

Instructional Leadership for Systemic Change: The Story of San Diego’s Reform (with Amy M. Hightower, Jennifer L. Husbands, Jeannette R. LaFors, Viki M. Young, and Carl Christopher).  Lanham, MD: Scarecrow Education Press, 2005.  

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.

A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve (Editor, with Joan Snowden).  San Francisco:  Jossey-Bass, 2005.

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.

The Right to Learn: A Blueprint for Creating Schools that Work. San Francisco: Jossey-Bass, 1997. Recipient of the Outstanding Book Award, American Educational Research Association, 1998.

Authentic Assessment in Action: Studies of Schools and Students at Work (with Jacqueline A. Ancess and Beverly Falk). New York: Teachers College Press, 1995.

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.

Review of Research in Education, Volume 20 (Editor). Washington, DC: American Educational Research Association, 1994.

Review of Research in Education, Volume 19 (Editor). Washington, DC: American Educational Research Association, 1993.

The New Handbook of Teacher Evaluation (Editor, with Jason Millman). Newbury Park, CA: Sage Publications, 1990.

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Monographs

High Schools for Equity: Policy Supports for Student Learning in Communities of Color (with Diane Friedlaender).  Stanford, CA: School Redesign Network at Stanford University, 2007.

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. 

Preparing School Leaders for a Changing World: Lessons from Exemplary Programs  (with Michelle LaPointe, Debra Meyerson, Margaret Orr, and Carol Cohen).  Stanford, CA: Stanford Educational Leadership Institute, 2007.

Preparing School Leaders for a Changing World: Executive Summary  (with Michelle LaPointe, Debra Meyerson, and Margaret Orr).  Stanford, CA: Stanford Educational Leadership Institute, 2007.

Preparing School Leaders for a Changing World: Case Studies of Exemplary Programs  (with Michelle LaPointe and Debra Meyerson).  Stanford, CA: Stanford Educational Leadership Institute, 2007. 

Standards, Assessments, and Educational Policy:  In Pursuit of Genuine Accountability.  Eighth Annual William H. Angoff Memorial Lecture.  Princeton, NJ: Educational Testing Service, 2006.

Building Instructional Quality: “Inside-Out” and “Outside-In” Perspectives on San Diego’s School Reform (with Amy M. Hightower, Jennifer L. Husbands, Jeannette R. LaFors, Viki M. Young, & Carl Christopher). Seattle, WA: Center for the Study of Teaching and Policy, University of Washington, 2003.

Wanted: A National Manpower Policy for Education (with Gary Sykes). Denver, CO: Education Commission of the States, 2003. http://www.ecs.org/clearinghouse/46/34/4634.doc.

Access to Quality Teaching: An Analysis of Inequality in California’s Public Schools. Paper prepared for Williams v. California, 2002. http://www.mofo.com/decentschools/expert reports/darling-hammond report.pdf. Also published by UCLA's Institute for Democracy, Education, & Access. Williams Watch Series: Investigating the Claims of Williams v. State of California. Paper wws-rr002-1002. 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.

Solving the Dilemmas of Teacher Supply, Demand, and Standards: How We Can Ensure a Competent,
Caring, and Qualified Teacher for Every Child, NY: National Commission on Teaching and
America’s Future, 2000.

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.

New Concepts for New Challenges: Professional Development for Teachers of Immigrant Youth (with Josue Gonzalez). Washington, D.C.: Center for Applied Linguistics, 1997.

Rethinking the Allocation of Teaching Resources: Some Lessons from High Performing Schools (with Karen Hawley Miles). Philadelphia: Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, December, 1997.

Doing What Matters Most: Investing in Quality Teaching. New York: National Commission on Teaching and America's Future, Teachers College, Columbia University, November, 1997.

Using Standards & Assessments to Support Student Learning: Alternatives to Grade Retention (with Beverly Falk). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, April, 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.

Next steps: Moving Toward Performance-Based Licensing. Washington, DC: Interstate New Teacher Assessment and Support Consortium (INTASC), Council of Chief State School Officers (CCSSO),
March 1994.

Graduation by Portfolio at Central Park East Secondary School (with Jacqueline A. Ancess). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1994.

Authentic Teaching, Learning, and Assessment with New English Learners at International High School (with Jacqueline A. Ancess). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1994.

The Senior Project: Authentic Assessment at Hodgson Vocational/Technical High School (with Jacqueline A. Ancess). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1994.

Authentic Assessment and School Development (with Jacqueline A. Ancess). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1994.

Federal Policy Options for Chapter 1. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1994.

Creating Learner-Centered Accountability (with Jon Snyder, Jacqueline A. Ancess, Lynne Einbender, A. Lin Goodwin, and Maritza B. MacDonald). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1993.

The Primary Language Record at P.S. 261: How Assessment Transforms Teaching and Learning (with Beverly Falk). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1993.

Restructuring in Policy and Practice (with Ann Lieberman and Lynne Miller). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, November, 1992.

Standards of Practice for Learner-Centered Schools. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1992.

Beginning Teacher Performance Evaluation: An Overview of State Policies (with Eileen Sclan). Washington, DC: American Association of Colleges for Teacher Education, 1992.

Achieving Our National Education Goals: How do We Get There from Here? 1991 Elam Lecture. Glassboro State College. EdPress, 1991. Excerpted in The Education Digest, Vol. 57, No. 4, (December 1991), pp. 25-27.

Early Lessons in School Restructuring (with Ann Lieberman and David Zuckerman). New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, l99l.

Creating Accountability in Big City School Systems (with Carol Ascher). New York: National Center for Restructuring Education, Schools, and Teaching and ERIC Clearinghouse on Urban Education, Teachers College, Columbia University, l99l.

The Teaching Internship: Practical Preparation for a Licensed Profession (with Tamar Gendler and Arthur E. Wise). Santa Monica, CA: RAND Corporation, l990.

Redesigning Teacher Education: Opening the Door for New Recruits to Science and Mathematics Teaching (with Lisa Hudson and Sheila Nataraj Kirby). Santa Monica, CA: RAND Corporation, 1989.

Pre-College Science and Mathematics Teachers: Supply, Demand, and Quality (with Lisa Hudson). Santa Monica, CA: RAND Corporation, 1989.

Recruiting Mathematics and Science Teachers through Nontraditional Programs (with Neil Carey and Brian Mittman). Santa Monica, CA: RAND Corporation, 1988.

Assessing Teacher Supply and Demand (with Gus Haggstrom and David Grissmer). Santa Monica, CA: RAND Corporation, 1988.

The Evolution of Teacher Policy (with Barnett Berry). Santa Monica, CA: RAND Corporation, 1988.

Licensing Teachers: Design for a Teaching Profession (with Arthur E. Wise). Santa Monica, CA: RAND Corporation, 1987.

Effective Teacher Selection: From Recruitment to Retention (with Arthur E. Wise and Barnett Berry). Santa Monica, CA: RAND Corporation, 1987. Excerpted in The Education Digest, November 1987.

Effective Teacher Selection: From Recruitment to Retention–- Case Studies (with Arthur E. Wise, David Berliner, Emil Haller, Phillip Schlechty, Barnett Berry, Amy Praskac, and George Noblit). Santa Monica, CA: RAND Corporation, 1987.

Tuition Tax Deductions and Parent School Choice: The Case of Minnesota (with Sheila Nataraj Kirby). Santa Monica, CA: RAND Corporation, 1985.

Public Policy and Private Choice: The Case of Minnesota (with Sheila Nataraj Kirby). Stanford, CA: Stanford University Institute for Research on Educational Finance and Governance, 1985.

Beyond the Commission Reports: The Coming Crisis in Teaching. Santa Monica, CA: RAND Corporation, 1984. Excerpted in Education Digest, February 1985.

Teacher Evaluation: A Study of Effective Practices (with Arthur E. Wise, Milbrey McLaughlin, and Harriet T. Bernstein). Santa Monica, CA: RAND Corporation, 1984. Also published in The Elementary School Journal, 86 (1) September 1985: 61-121.

Case Studies for Teacher Evaluation: A Study of Effective Practices (with Arthur E. Wise, Milbrey McLaughlin, and Harriet T. Bernstein). Santa Monica, CA: RAND Corporation, 1984.

A Study of Teacher Incentives for the District of Columbia Public Schools: Summary Report. Washington, DC: District of Columbia Public Schools, May 1984; and Technical Report, District of Columbia Public Schools, June 1984.

The New Federalism in Education: State Responses to the Education Consolidation and Improvement Act of 1981 (with Ellen L. Marks). Santa Monica, CA: RAND Corporation, 1983.

Maintenance of Effort Provisions: An Instrument of Federalism in Education (with Aaron S. Gurwitz). Santa Monica, CA: RAND Corporation, 1981.

The Law and Economics of Workers’ Compensation: Status and Issues for Research (with Thomas J. Kniesner). Santa Monica, CA: RAND Corporation, 1980.

Minimum Competency Legislation: Legal Issues and Policy Implications (with Clarence Daniels). Washington, DC: National Urban Coalition, 1978.

An Evaluation of the High School Academies of the School District of Philadelphia. Philadelphia, PA: Temple University College of Education, 1977.

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Book Chapters

Studying Teacher Effectiveness: The Challenges of Developing Valid Measures” (with Jack Dieckmann, Edward Haertel, Rachel Lotan, Xiaoxia Newton, Sandy Philipose, Eliza Spang, Ewart Thomas, and Peter Williamson).  In Geoffrey Walford and Eric Tucker (eds.), The Handbook of Measurement: How social scientists generate, modify, and validate indicators and scales. Sage Publications.  
  
“Teacher Preparation and Teacher Learning: A Changing Policy Landscape” (with Ruth Chung Wei and the assistance of Christy Marie Johnson).  In Gary Sykes (ed.) The Handbook of Education Policy Research.  Washington DC: American Education Research Association (in press).    

“Teaching and the Change Wars: The Professionalism Hypothesis.”  In Michael Fullan & Andy Hargreaves (eds.), The Change Wars (in press). 

“Defining and Debating Teacher Quality: What is an Effective Teacher?” In Thomas L. Good (ed.), 21st Century Education: A Reference Handbook, Sage Publications (in press).

“Knowledge for Teaching: What do We Know?” In Marilyn Cochran-Smith, Sharon Feiman-Nemser, & D. John McIntyre (ed.s), Handbook of Research on Teacher Education, 3rd edition, pp. 1316-1323.  NY: Routledge, 2008.  

“Structured for Failure: Race, School Resources, and Student Achievement.”  In Hazel Marcus and Paula Moya (eds.) (in press).

“Keeping the promise: The role of policy in reform” (with Kenneth Montgomery).  In L. Dingerson, B. Miner, B. Peterson, & S. Waters (eds.), Keeping the promise? The debate over charter schools, pp. 91-110.  Milwaukee: Rethinking Schools, 2008.

“Reshaping Teaching Policy, Preparation, and Practice: Influences of the National Board for Professional Teaching Standards.” In John Hattie and Lawrence Ingvarson (eds.), Assessing Teachers For Professional Certification: The National Board for Professional Teaching Standards, pp. 25-54, Emerald Press, 2008.

“Improving High Schools and the Role of No Child Left Behind.”  In Gail Sunderman (ed.), Holding NCLB Accountable: Achieving Accountability, Equity, and School Reform, pp. 153-172.  Thousand Oaks, CA: Corwin Press, 2008.

“Building a System for Powerful Teaching and Learning.”  In Bob Wehling and Carri Schneider (eds.)  Building a 21st Century U.S. Education System, pp. 63-72. Washington, DC: National Commission on Teaching and America’s Future, 2007.

“Constructing 21st Century Teacher Education.”  In John Freeman-Moir and Alan Scott (eds.), Shaping the Future: Critical Essays on Teacher Education, pp. 197-216.  Rotterdam:  Sense Publishers, 2007.

“Educational Quality and Equality:  What It Will Take to Leave No Child Behind.”  In Brian D. Smedley and Alan Jenkins (eds.), All Things Being Equal: Instigating Opportunity at an Inequitable Time, pp. 39-78.  NY: The New Press, 2007.

“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. 

“For-Profit Schooling: Where’s the Public Good?”  In The Last Word:  The Best Commentary and Controversy in American Education, pp. 211-214.  San Francisco:  Jossey-Bass, 2007.

“Standards, Accountability, and School Reform.”  In Christine Sleeter (ed.),Facing Accountability in Education: Democracy and Equity at Risk,  pp. 78-111.  NY: Teachers College Press, 2007.

“Countering Aggressive Neglect:  Transforming Education in the Wake of Katrina.”  In Sharon Robinson & M. Christopher Brown, II (eds.),  The Children Hurricane Katrina Left Behind: Schooling Contexts, Professional Preparation, and Community Politics.  Peter Lang Publishing, 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.

“Implementing Curriculum Renewal in Teacher Education: Managing Organizational and Policy Change” (with Arturo Pacheco, Nicholas Michelli, Pamela LePage, and 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. 442-479.  San Francisco: Jossey-Bass, 2005.

“New Standards and Old Inequalities: School Reform and the Education of African American Students.  In Joyce E. King (ed.), Black Education: A Transformative Research and Action Agenda for the New Century, pp. 197-223.  Mahwah, NJ: Lawrence Erlbaum, 2005. 

“A Teacher Supply Policy for Education: How to Meet the ‘Highly Qualified Teacher’ Challenge” (with Gary Sykes).  In Noel Epstein (ed.), Who’s in Charge Here?  The Tangled Web of School Governance and Policy, pp. 164-227.  Washington, DC: Brookings Institution Press, 2004.

“From ‘Separate but Equal’ to ‘No Child Left Behind’:  The Collision of New Standards and Old Inequalities.”  In Deborah Meier and George Wood (eds.), Many Children Left Behind.  NY: Beacon Press, 2004.

“Schools that Work for All Children.” In Carl Glickman (ed.), Letters to the Next President: What we can do about the Real Crisis in Public Education, pp. 239-254. NY: Teachers College Press, 2004.

“What Happens to a Dream Deferred? The Continuing Quest for Equal Educational Opportunity.” In James A. Banks (ed.), Handbook of Research on Multicultural Education, 2nd Edition, pp. 607-630. San Francisco: Jossey-Bass, 2004.

“Organizing Schools for Student and Teacher Learning: An Examination of Resource Allocation Choices in Reforming Schools” (with Jon Snyder). In Margaret L. Plecki and David H. Monk (eds.), School Finance and Teacher Quality: Exploring the Connections. American Education Finance Association 2003 Yearbook. Washington DC: American Education Finance Association

"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.

“Standards and assessments: Where we are and what we need.” In Miles to go… Reflections on mid-course corrections for standards-based reform, pp. 31-36. Bethesda, MD: The Education Week Press, 2002.

“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.

“Apartheid in American Education: How Opportunity is Rationed to Children of Color in the United States.” In Tammy Johnson, Jennifer Emiko Boyden, and William J. Pittz (eds.), Racial Profiling and Punishment in U.S. Public Schools, pp. 39-44. Oakland, CA: Applied Research Center, October 2001.

“Inequality in Teaching and Schooling: How Opportunity is Rationed to Students of Color in America.” In Brian D. Smedley, Adrienne Y. Stith, Lois Colburn, and Clyde H. Evans (eds.), The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in the Health Professions, pp. 201-233. Washington, D.C.: National Academy Press, 2001.

“The Work of Edmund W. Gordon: Accountability, Responsibility, and Standards.” In Carol Camp Yeakey (ed.), Edmund W. Gordon: Producing Knowledge, Pursuing Understanding, pp. 263-269.
Advances in Education in Diverse Communities: Research, Policy, and Praxis, Vol.1. Stamford, CT:
JAI Press, 2000.

“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.

“School Contexts and Learning: Organizational Influences on the Achievement of Students of Color.” In
Robert T. Carter (ed.), Addressing Cultural Issues in Organizations, pp. 69-86. Thousand Oaks, CA: Sage
Publications, 2000.

“Inching Toward Reform in New York City: The Coalition Campus Schools Project” (with Jacqueline
Ancess, Kemly McGregor and David Zuckerman). In Evans Clinchy (ed.), Creating New Schools: How
Small Schools Are Changing American Education, pp. 163-180. New York: Teachers College Press, 2000.

“Teacher Recruitment, Selection, and Induction: Policy Influences on the Supply and Quality of Teachers” (with Barnett Berry, David Haselkorn, and Elizabeth Fideler). In Linda Darling-Hammond and Gary Sykes (eds.), Teaching as the Learning Profession: Handbook of Policy and Practice, pp. 183-232. San Francisco: Jossey-Bass, 1999.

“Investing in Teaching as a Learning Profession: Policy Problems and Prospects” (with Milbrey McLauhglin). 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.

“Race, Education and Equal Opportunity.” In Christopher H. Foreman Jr. (ed.), The African American Predicament, pp. 71-81. Washington, D.C.: Bookings Institution Press, 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.

“Rethinking the Allocation of Teaching Resources: Some Lessons from High-Performing Schools” (with Karen Hawley Miles). In William J. Fowler, Jr. (ed.), Developments in School Finance, 1997, pp. 31-58. Washington, D.C.: National Center for Education Statistics, 1998.

"New Standards, Old Inequalities: The Current Challenge for African-American Education." In Lee A. Daniels (ed.), The State of Black America 1998, pp. 109-171. New York: The National Urban League, 1998.

"Afterword: Building Capacity for What Matters Most." In Mary E. Dilworth (ed.), Of Course It Matters: Putting the National Commission Report into Action, pp. 55–62. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education; American Association of Colleges for Teacher Education, 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.

"Supporting Teaching and Learning for All Students: Policies for Authentic Assessment Systems" (with Beverly Falk). In A. Lin Goodwin (ed.), Assessment For Equity and Inclusion, pp. 51-75. New York: Routledge, 1997.

"Toward What End? The Evaluation of Student Learning for the Improvement of Teaching." In Jason Millman (ed.), Grading Teachers, Grading Schools: Is Student Achievement a Valid Evaluation Measure?, pp. 248-263. Thousand Oaks, CA: Corwin 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.

“Democracy and Access to Education” (with Jacqueline Ancess). In Roger Soder (ed.), Democracy, Education, and the Schools, pp. 151-181. San Francisco: Jossey-Bass, 1996.

"Policies that Support Professional Development in an Era of Reform" (with Milbrey W. McLaughlin). In Milbrey W. McLaughlin and Ida Oberman (eds.), Teacher Learning: New Policies, New Practices, pp. 202-235. New York: Teachers College Press, 1996.

"Restructuring Schools for High Performance." In Susan Fuhrman and Jennifer O'Day (eds.), Rewards and Reform, pp. 144-194. San Francisco: Jossey-Bass, 1996.

"Authentic Assessment and School Development" (with Jacqueline Ancess). In Joan Boykoff Baron and Dennie Palmer Wolf (eds.), 93rd Yearbook of the National Society for the Study of Education, pp. 52-83, Chicago: University of Chicago Press, 1996.

"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.

"Policy for Restructuring." In Ann Lieberman (ed.), The Work of Restructuring Schools: Building from the Ground Up, pp. 157-175. New York: Teachers College Press, 1995.

"Teacher Preparation and Professional Development in APEC Members: An Overview of Policy and Practice" (with Kavemuii Murangi and Velma L. Cobb). In APEC Education Forum: Teacher Preparation and Professional Development in APEC Members, pp. 1-16. Washington, DC: United States Department of Education, May, 1995.

"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.

"Standards of Practice for Learner-Centered Schools." In Robert Berne and Lawrence O. Picus (eds.), Outcome Equity in Education, pp. 191-223. Thousand Oaks, CA: Corwin Press, 1995.

"Teacher Professionalism and the Commission Reports: The Prospects for Creating a Learner-Centered Profession of Teaching" (with Barnett Berry.) In Rick Ginsberg and David N. Plank (eds.), Commissions, Reports, Reforms, and Educational Policy. (pp. 151-169). Connecticut: Praeger, 1995.

"Inequality and Access to Knowledge." In James Banks (ed.), Handbook of Research on Multicultural Education, pp. 465-483. New York: Macmillan, 1995.

"Teacher Knowledge and Student Learning: Implications for Literacy Development." In Vivian Gadsden and Daniel Wagner (eds.), Literacy among African-American Youth, pp. 177-200. Cresskill, NJ: Hampton Press, 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.

"Teacher Leadership for Creating Innovative Schools." In E. Meyers and P. McIsaac (eds.), How Teachers Are Changing Schools, pp. 7-11. New York: IMPACT II, 1994.

"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.

"Change for Collaboration and Collaboration for Change: Transforming Teaching through School-University Partnerships" (with Sharon P. Robinson). In Linda Darling-Hammond (ed.), Professional Development Schools: Schools for Developing a Profession, pp. 203-220. New York: Teachers College Press, 1994.

"Federal Policy Options for Chapter 1." In Iris C. Rotberg and James C. Harvey (eds.), Federal Policy Options for Improving the Education of Low-Income Students, Volume II, Commentaries. Santa Monica: RAND Corporation, 1993.

"Progress Toward Professionalism: The Evolution of Teaching" (with A. Lin Goodwin). In Gordon Cawelti (ed.), Challenges and Achievements of American Education: 1993 ASCD Yearbook, pp. 19-52. Alexandria, VA: Association for Supervision and Curriculum Development, 1993.

"Reframing Accountability: Creating Learner-Centered Schools" (with Jon Snyder). In Ann Lieberman (ed.), The Changing Context of Teaching, Ninety-first Yearbook of the National Society for the Study of Education, pp. 11-36. Chicago: University of Chicago Press, 1992. Reprinted in Creating Learner-Centered Accountability, pp. 1-20. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1993.

"Restructuring Teacher Education for Learner Centered Schools." In Excellence in Teacher Education: Helping Teachers Develop Learner-Centered Schools. Washington, DC: National Education Association, 1992.

"Perestroika and Professionalism: The Case for Restructuring Teacher Preparation." In Excellence in Teacher Education: Helping Teachers Develop Learner-Centered Schools, pp. 9-27. Washington, DC: National Education Association, 1992.

"Policy and Supervision." In Carl Glickman (ed.), Supervision in Transition,. pp. 7-29 Alexandria, VA: Association for Supervision and Curriculum Development, 1992.

"Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition" (with Jon Snyder). In Phillip W. Jackson (ed.), The Handbook of Research on Curriculum, pp. 41-78. New York: Macmillan, 1992.

"Teacher Professionalism" (with Arthur E. Wise). In Marvin Alkin (ed.), Encyclopedia of Educational Research, 6th ed., pp. 1359-1366. New York: Macmillan, 1992.

"Education Reform and Federal Policy: Supporting Perestroika and Professionalism in the Public Schools." In William T. Pink, Donna Sederburg Ogle, Beau Fly Jones (eds.), Restructuring to Promote Learning in America's Schools, Vol. 2. Elmhurst, IL: North Central Regional Educational Laboratory, l990.

"Teachers and Teaching: Signs of a Changing Profession." In W. Robert Houston (ed.), Handbook of Research on Teacher Education, pp. 267-290. New York: Macmillan, 1990.

"Teacher Evaluation in the Organizational Context." In James V. Mitchell, Stephen L. Wise, Barbara S. Plake (eds.), Assessment of Teaching: Purposes, Practices, and Implications for the Profession, Hillsdale, N.J.: Lawrence Erlbaum Associates, 1990.

"Teacher Evaluation in Transition: Emerging Roles and Evolving Methods." In Jason Millman and Linda Darling-Hammond (eds.), The New Handbook of Teacher Evaluation, pp. 17-32. Newbury Park, CA: Sage Publications, 1990.

"Teacher Quality and Equality." In John I. Goodlad and Pamela Keating (eds.), Access to Knowledge: An Agenda for Our Nation's Schools, pp. 237-258. New York: College Entrance Examination Board, 1990.

"Precollege Science and Mathematics Teachers: Supply, Demand, and Quality" (with Lisa Hudson). In Courtney Cazden (ed.) Review of Research in Education, Vol. 16, pp. 223-264. Washington, DC: American Educational Research Association, 1990.

"Teacher Professionalism: Why and How." In Ann Lieberman (ed.), Schools as Collaborative Cultures: Creating the Future Now, pp. 25-50. Philadelphia: Falmer Press, 1990.

"Evaluation and the Teaching Profession." In Alan Evans and John Tomlinson (eds.), Teacher Appraisal: A Nationwide Approach, London: Kingsley Publishers, 1989.

"The Case for a Supervised Teaching Internship." In New Directions for Teacher Assessment: Proceedings of the 1988 ETS Invitational Conference. Princeton, NJ: Educational Testing Service, 1989.

"Teachers and Teaching" (with Lisa Hudson). In Richard Shavelson, Lorraine McDonnell, and Jeannie Oakes (eds.), Indicators for Monitoring Mathematics and Science Education: A Sourcebook, Santa Monica, CA: RAND Corporation, 1989.

"Policy and Professionalism." In Ann Lieberman (ed.), Building a Professional Culture in Schools, pp. 55-77. New York: Teachers College Press, 1988.

"Public Policy and Private Choice: The Case of Minnesota" (with Sheila Nataraj Kirby). In Henry Levin (ed.), Comparing Public and Private Schools: Vol. 1. Philadelphia: Falmer Press, 1988.

"Resources for Schooling: Teachers, Time, and Opportunities to Learn" (with Gus Haggstrom, Lisa Hudson, Jeannie Oakes). Santa Monica, CA: RAND Corporation, November, 1987.

"Teacher Evaluation in the Organizational Context: A Review of the Literature" (with Arthur E. Wise and Sara R. Pease). In Ernest R. House (ed.), New Directions in Educational Evaluation. Philadelphia: Falmer Press, 1986. Also published in Review of Educational Research, 53 (3) Fall 1983: 285-328.

"Deregulation vs. Nonregulation: The Case of the Education Consolidation and Improvement Act of 1981" (with Ellen L. Marks). In Ray Rist (ed.), Policy Studies Annual Review, Vol. 7. Sage Publications, 1985.

"Educational Needs: Accounting for School Finance" (with Arthur E. Wise). In K. Forbis, Jordan and Nelda H. Cambron-McCabe (eds.), Perspectives in State School Support Programs. Cambridge, MA: Ballinger Publishing Co., 1981.

_____________________________________________________________________

Articles

“Accountability Texas Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context” (with Julian Vasquez Heilig).  Educational Evaluation and Policy Analysis (in press). 

Influences of National Board Certification on Teachers’ Classroom Assessment Practices” (with

Mistilina Sato and Ruth Chung Wei).  American Educational Research Journal (in press).

“Creating Excellent and Equitable Schools” (with Diane Friedlaender), Educational Leadership,  Vol. 65, No. 8 (May 2008), pp. 14-21.

“Educating teachers: How they do it abroad.” Time Magazine, Vol. 171, No. 8 (February 25, 2008), p. 34. http://www.time.com/time/magazine/article/0,9171,1713557,00.html

“Securing the Right to Learn: The Quest for an Empowering Curriculum for African American Citizens” (with Joy Williamson and Maria E. Hyler), Journal of Negro Education,  Vol. 76, No. 3 (Summer 2007), pp. 281-296. 

Point of View: We Need to Invest in Math and Science Teachers,” Chronicle of Higher Education, Vol. 54, Issue 17 (2007), page B20.

“No Child Left Behind: Changing the Way We Think about Learning,” San Francisco Chronicle, October 14, 2007, p. E3.

‘The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future,” Educational Researcher,  Vol. 36, No. 6 (August/September, 2007), pp. 318-334.

“Paying the Educational Debt: What It Would Really Take to Leave No Child Behind,” Focus (September/October 2007). 

“Race, Inequality, and Educational Accountability: The Irony of ‘No Child Left Behind,’”
Race, Ethnicity, and Education, Vol. 10, No. 3 (September 2007), pp. 245-260.

“The Road Ahead: A Future Vision of the New Teacher,” Journal of Staff Development,  Vol. 28, No. 3 (Summer 2007), pp. 25-26.

“Evaluating No Child Left Behind,” The Nation, Vol. 284, No. 20 (May 21, 2007), pp. 11-18.

“Recognizing and Enhancing Teacher Effectiveness,” Professional Voice,  Vol. 5, No. 2 (Spring 2007), pp. 39-43.

“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.

“Construindo Sistemas de Controle em Escolas Urbanas,” (Creating Accountability in Big City Schools),  Avaliacao Educacional, Vol. 17, No. 35 (Set./ Dez. 2006), pp. 7-48.

“No Child Left Behind and High School Reform,” Harvard Educational Review, Vol. 76, No. 4 (Winter 2006), pp. 642-667.  http://www.edreview.org/harvard06/2006/wi06/w06darli.htm 

 “Highly Qualified Teachers for All” (with Barnett Berry).  Educational Leadership, Vol 64, No. 3 (November 2006), pp. 14-20.

“Securing the Right to Learn: Policy and Practice for Powerful Teaching and Learning,” Educational Researcher, Vol. 35, No. 7 (October 2006), pp. 13-24.

“Constructing Twenty-first Century Teacher Education,” Journal of Teacher Education, Vol. 57, No. 3 (May-June, 2006), pp. 300-314.

“If they’d only do their work!” (with Olivia Ifill-Lynch). Educational Leadership, Vol. 63, No. 5 (February 2006), pp. 8-13.

“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.  Reprinted in The Education Digest.

“Q & A: Preparing Tomorrow’s Teachers,” Northwest Education, Vol. 1, No. 1 (Fall 2005), pp. 18-19.

“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). http://epaa.asu.edu/epaa/v13n42/.

“What Does It Take to Graduate? What's in a test?” San Francisco Chronicle, Open Forum, June 28, 2005, p. B-7.

“State hasn't done its homework on high school exit exams” (with Elle Rustique-Forrester), San Jose Mercury News, June 21, 2005. http://www.mercurynews.com/mld/mercurynews/news/opinion/11946389.htm7.

“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.

“The Color Line in American Education: Race, Resources, and Student Achievement,” W.E.B. DuBois Review: Social Science Research on Race,  Vol. 1, No. 2 (2004), pp. 213-246.

“Standards, Accountability, and School Reform,” Teachers College Record, Vol.. 106, No. 6 (June 2004), pp. 1047-1085. 

“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).  http://epaa.asu.edu/epaa/v11n33/.

“Keeping Good Teachers: Why it Matters, What Leaders can Do,” Educational Leadership, Vol. 60, No. 8 (May 2003), pp. 6-13.

“Restructuring Big Schools: Leading and Staffing New or Redesigned Schools,” National Commission on Teaching and America’s Future Website.

“Standards and assessments: Where We Are and What We Need,” Teachers College Record, # 11109 (2/16/2003). http://www.tcrecord.org.  [Cited as “most read” article by Teachers College Record in 2004 and 2005.]

“Defining ‘Highly Qualified Teachers:’ What does ‘Scientifically-Based Research’ Actually Tell Us?  (with Peter Youngs).  Educational Researcher,  Vol. 31, No. 9 (December 2002), pp. 13-25.

“Lesson One: Training Counts,” Los Angeles Times, Op-Ed, September 1, 2002. Reprinted in California Public Employee Relations Journal, No. 157 (December 2002), pp.16-19.

“Reinventing High School: Outcomes of the Coalition Campus School Project” (with Jacqueline Ancess and Susanna Wichterle Ort).  American Educational Research Journal, Vol. 39, No. 3 (Fall 2002), pp.639-673.

“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). http://epaa.asu.edu/epaa/v10n36.html.

Guest editor for special issue of Teaching Education, Volume 13, No. 2 (August 2002): The Pedagogy of Case Writing in Teacher Education  (with Karen Hammerness).

“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.

Guest editor for special issue of Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002): Evaluating Teacher Education.

“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.

“New Standards and Old Inequalities: School Reform and the Education of African-American Students,” Journal of Negro Education, Vol. 69, No. 4 (Fall 2001), pp. 263- 287.

"Does Teacher Certification Matter? Evaluating the Evidence," (with Barnett Berry and Amy Thoreson), Educational Evaluation and Policy Analysis, Vol. 23, No. 1 (Spring 2001), pp. 57-77.

"The Challenge of Staffing Our Schools," Educational Leadership, Vol. 58, No. 8 (May 2001), pp. 12-17.

“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.

“Authentic Assessment of Teaching in Context,” (with Jon Snyder), Teaching and Teacher Education,  Vol. 16, No. 5-6 (August 2000), pp. 523-545.

“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.

“Greater Expectations for Student Learning: The Missing Connections,” Liberal Education, Vol. 86, No. 2 (Spring 2000), pp. 6-13.

“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). http://epaa.asu.edu/epaa/v8n1.

"Teaching for America's Future: A Progress Report for the Millennium," Congressional Program, Vol. 15, No. 1 (January 2000), pp. 53-66.

“Making Relationships between Standards, Frameworks, Assessment, Evaluation, Instruction, and Accountability,” Asilomar, #21, (November 1999), pp.1-7.

"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.

"Target Time Toward Teachers," Journal of Staff Development, Vol. 20, No.2 (Spring 1999), pp. 31-36.

"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.

"Alternatives to Grade Retention," The School Administrator, Vol. 55, No. 7 (August 1998), pp. 18-21.  Excerpted in Education Digest, Vol. 64, No. 3, (November 1998), pp. 48-53.

"Investing in Teaching: The Dividend is Student Achievement," (with Barnett Berry), Education Week Commentary (May 27, 1998), pp. 48 and 34.

"Why We Need to Become Inventors of Systems with Powerful Pedagogy," Quality Network News, Vol. 8, No. 2, (March/April 1998), pp. 2-3.

"Rethinking the Allocation of Teaching Resources: Some Lessons From High-Performing Schools" (with Karen Hawley Miles), Educational Evaluation and Policy Analysis, Vol. 20, No. 1 (Spring 1998), pp. 9-29.

"Unequal Opportunity:  Race and Education," Brookings Review, Vol. 16, No. 2 (Spring 1998), pp. 28-32.

"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.

"Using Standards and Assessments to Support Student Learning," (with Beverly Falk), Phi Delta Kappan, Vol. 79, No. 3 (November 1997), pp. 190-199.

"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.

"School Reform at the Crossroads: Confronting the Central Issues of Teaching," Educational Policy, Vol. 11, No. 2 (June 1997), pp. 151-166.

“What Matters Most: Investing in Teaching," The School Administrator, Vol. 54, No. 3 (March 1997), p. 44.

“Governance:  Creating Policy for Accountable Schools," State Education Leader, Vol. 14, No. 3 (Fall 1996), pp. 29-31.

“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.

"Professionalizing New York's Teachers will Benefit Students," New York School Boards, (November 25, 1996), pp. 18-19.

“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.

“Cracks in the Bell Curve: How Education Matters," Journal of Negro Education, Vol. 64, No. 3 (Summer 1995), pp. 340-353.

"School Restructuring for Student Success," Daedalus, Special Issue:  American Education: Still Separate, Still Unequal. Vol. 124, No. 4 (Fall 1995), pp. 153-162.  Reprinted in A.H. Halsey, Hugh Lauder, Phillip Brown, and Amy Stuart Wells (eds.) Education:  Culture, Economy, and Society, Oxford, UK and New York: Oxford University Press, 1997, pp. 333-337.

"Policies that Support Professional Development in an Era of Reform" (with Milbrey McLaughlin), Phi Delta Kappan, Vol. 76, No. 8 (April 1995), pp. 597-604.

"Rethinking Teacher Leadership through Professional Development Schools," (with Marcella L. Bullmaster and Velma L. Cobb), The Elementary School Journal, Vol. 96, No. 1 (September 1995), pp. 87-106.

"Changing Conceptions of Teaching and Teacher Development," Teacher Education Quarterly, Vol. 22, No. 4 (Fall 1995), pp. 9-26.

"The School and the Democratic Community," Record in Educational Leadership, Vol. 15, No. 2 (Spring/Summer 1995), pp. 35-41.

"Who will Speak for the Children?  How 'Teach for America' Hurts Urban Schools and Students," Phi Delta Kappan, Vol. 76, No. 1 (September 1994), pp. 21-34.

"National Standards and Assessments: Will they Improve Education?" American Journal of Education, Vol. 102 (August 1994), pp. 478-510.

"Performance-Based Assessment and Educational Equity," Harvard Educational Review, Vol. 64, No. 1 (Spring 1994), pp. 5-30.

"21st Century Schools: If The Schools of the Future are Going to Bear Lasting Fruit, Teachers Will Have to Have Much More Influence," The Virginia Journal of Education, Vol. 87 (March 1994), pp. 6-13.  Excerpted in Education Digest, Vol. 60, No. 1 (September 1994), pp. 4-8.

"Setting Standards for Students: The Case for Authentic Assessment," NASSP Bulletin, Vol. 77, No. 556 (November 1993), pp. 18-27.  Reprinted in The Educational Forum, Vol. 59, No. 1 (Fall 1994), pp. 14-21. Also reprinted in Robin Fogarty (ed.), Student Portfolios: A Collection of Articles, pp. 5-16.  Palatine, IL: IRI Skylight Training and Publishing, 1996.

"Reframing the School Reform Agenda: Developing Capacity for School Transformation," Phi Delta Kappan, Vol. 74, No. 10 (June 1993), pp. 753-761.

"Creating a Long-Term View of Student Learning Portfolios: Assessing Knowledge and Performance," New York Schools Boards Journal, (January 1993), pp. 11-14.

"Building Learner-Centered Schools: Developing Professional Capacity, Policy, And Political Consensus," in Building Learner-Centered Schools: Three Perspectives. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, 1993.

"Learner-Centered Schools," (with Beverly Falk), School Voices, Vol. 3, No. 1 (Spring 1993), pp. 12-13, 18.

"For-Profit Schooling: Where's the Public Good?" Education WeekCommentary (October 7, 1992), pp. 40.  Reprinted in Education Digest.

"Educational Indicators and Enlightened Policy," Educational Policy, Vol. 6, No. 3 (September 1992), pp. 235-265.

"Creating Standards of Practice and Delivery for Learner-Centered Schools," Stanford Law and Policy Review, Vol. 4 (Winter 1992-93), pp. 37-52.

"Reframing the School Reform Agenda: New Paradigms Must Restore Discourse with Local Educators," The School Administrator, Vol. 19, No. 49 (November 1992), pp. 22-27.

"Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers," Peabody Journal of Education, Vol. 67, No. 3 (November 1992), pp. 123-154.  Also published in Willis D. Hawley (ed.), The Alternative Certification of Teachers. Washington, D.C.: ERIC Clearinghouse on Teacher Education.

"The Shortcomings of Standardized Tests" (with Ann Lieberman), Chronicle of Higher Education (January 29, 1992), p. B1.

"Achieving the National Goals: Need for Trained Teachers Growing," NJEA Review, Vol. 65, No. 7 (March 1992), pp. 18-22.

"The Implications of Testing Policy for Educational Quality and Equality," Phi Delta Kappan, Vol. 73, No. 3 (November 1991), pp. 220-225.

"Teacher Education for Restructuring Schools," Restructuring for Tomorrow's Schools. Transcripts of proceedings from the Holmes Group Northeast Regional Fall Conference, 1990, pp. 1-19.  University of Pittsburgh, 1991.

"Achieving the National Education Goals: How Do We Get There?" NJEA Review, Vol. 65, No. 1 (September l99l), pp. l8-24.

"Alternate Certification is an Oxymoron" (with Arthur E. Wise), Education WeekCommentary, Vol. ll, No. l (September 4, l99l), pp. 46, 56.

"Measuring Schools is Not the Same as Improving Them," in Voices from the Field.  Washington, DC: Institute for Educational Leadership and William T. Grant Foundation Commission on Work, Family, and Citizenship, l99l.  Reprinted in Youth Policy, Vol. 13, No. 4 and 5 (Special Issue, 1991), pp. 30-32.

"Are our Teachers Ready to Teach? Teacher Education Results in Better Student Learning," Quality Teaching, Vol. l, No. l (Fall l99l), pp. 6-7, l0.

"Math and Science Education," U.S.A. Today (June 4, l990).

"Policy and Measurement Issues Related to Indicators of School Success," in How to Measure School Success:  Choosing Meaningful Indicators, pp. 6-l5.  Proceedings of the Connecticut Leadership Academy Conference (October 29, l990).

"Achieving our Goals: Superficial or Structural Reforms?" Phi Delta Kappan, Vol. 72, No. 4 (December l990), pp. 286-295.  Reprinted in Linda Darling-Hammond, Ann Lieberman, and Lynne Miller (eds.), Restructuring in Policy and Practice, pp. 1-24, National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia University, November, 1992.

"Instructional Policy into Practice: 'The Power of the Bottom over the Top'," Educational Evaluation and Policy Analysis, Vol. l2, No. 3 (Fall l990), pp. 233-242.

"Accountability for Professional Practice," Teachers College Record, Vol. 91, No. 1 (Fall 1989), pp. 59-80.  Also printed in Marsha Levine (ed.), Professional Practice Schools: Building a Model.  Washington, DC:  American Federation of Teachers, 1990; and in Annual Editions: Education. Guilford, CT: Dushkin Publishing, 1992.

"Nontraditional Recruits to Mathematics and Science Teaching" (with Sheila Nataraj Kirby and Lisa Hudson), Educational Evaluation and Policy Analysis, Vol. 11, No. 3 (Fall 1989), pp. 301-323.

"Boosting our Scientific Future," New York Times (May 21, 1989).

"Teacher Supply, Demand, and Standards," Educational Policy, Vol. 3, No. 1 (March 1989),  pp. 1-17.

 "Evaluating and Encouraging Teacher Effectiveness" (with Lisa Hudson), Hong Kong Educational Research Journal, Vol. 3 (August 1988), pp. 1-12.

"Assessment and Incentives: The Medium is the Message," in Three Presentations: From the Third National Conference on Assessment in Higher Education.  Washington, DC:  American Association for Higher Education (June 8-11, 1988).

"Accountability and Teacher Professionalism," American Educator, Vol. 12, No. 4 (Winter 1988), pp. 8-13, 38-43.  Excerpted in The Education Digest (September 1989), pp. 15-19.

"The Futures of Teaching," Educational Leadership, Vol. 46, No. 3 (November 1988), pp. 4-10.  Excerpted in The Education Digest, Vol. 54, No. 7 (March 1989), pp. 7-10.

"Teacher Quality and Educational Equality," The College Board Review, No. 148 (Summer 1988), pp. 16-23, 39-41.

"Parental Schooling Choice: A Case Study of Minnesota" (with Sheila Nataraj Kirby), Journal of Policy Analysis and Management, Vol. 7, No. 3 (1988), pp. 506-517.

"Selecting Teachers:  The Best, The Known, and The Persistent" (with Arthur E. Wise and Barnett Berry), Educational Leadership, Vol. 45, No. 5 (February 1988 ), pp. 82-85.

"Standardized Tests Don't Measure Real Learning," Orlando Sentinel (December 13, 1987).

"Between a Rock and a Hard Place:  The Humanities and School Reform," Basic Education: Issues, Answers and Facts, Vol. 3, No. 2 (Winter 1987-88).

"Who Should Provide Instructional Leadership?:  The Case for Teacher Involvement," Education Week, Commentary, Vol. 6, No. 39 (August 4, 1987), pp. 44, 32.

"Schools for Tomorrow's Teachers," Teachers College Record, Vol. 88, No. 3 (Spring 1987), pp. 354-358.  Reprinted in Jonas F. Soltis (ed.), Reforming Teacher Education: The Impact of the Holmes Group Report.  New York:  Teachers College Press, 1987.

"The Educational Reform Dilemma," Basic Education (Spring 1987).  Excerpted in The Education Digest (September 1987).

"The Over-Regulated Curriculum and the Press for Teacher Professionalism," National Association of Secondary School Principals Bulletin, Vol. 71, No. 498 (April 1987), pp. 22 - 29.

"What Constitutes a 'Real' Shortage of Teachers?" Education Week, Commentary, Vol. 6, No. 16 (January 14, 1987), p. 29.

"Teaching Knowledge:  How Do We Test It?"  American Educator, Vol. 10, No. 3 (Fall 1986), pp. 18-21, 46.  Reprinted in James W. Noll (ed.), Taking Sides: Clashing Views on Controversial Educational Issues, The Dushkin Publishing Group, Inc., March 1989.

"We Need Schools Able and Willing to Use Carnegie's 'Teachers for the 21st Century'," The Chronicle of Higher Education, Vol. 32, No. 20 (July 16, 1986), p. 76.  Reprinted in Stephen H. Barnes (ed.), Points of View: Issues in American Higher Education.  Lewiston, NEW YORK: Mellen Press, 1988.

"A Wide-Ranging Look at Current Issues in Education":  An Interview with Linda Darling-Hammond:  Phi Delta Kappan Center for Evaluation, Development, and Research (February, 1988), pp. 447 - 450.

"A Proposal for Evaluation in the Teaching Profession," Elementary School Journal, Vol. 86, No. 4 (March 1986), pp. 1-21.  Excerpted in The Education Digest, Vol. 52, No. 3 (November 1986), pp. 30-33.

"Valuing Teachers:  The Making of a Profession," Teachers College Record, Vol. 87, No. 2 (Winter 1985), pp. 205-218.

"Beyond Standardization:  State Standards and School Improvement" (with Arthur E. Wise), The Elementary School Journal, Vol. 85,  No. 3 (January 1985), pp. 315-336.

"Teacher Evaluation and Teacher Professionalism" (with Arthur E. Wise), Educational Leadership, Vol. 42, No. 4 (December 1984/January 1985).

"Making Teaching Attractive," School Board News, Vol. 4, No. 19 (December 12, 1984), p. 3.

"Taking the Measure of Excellence:  The Case Against Basing Teacher Evaluation on Student Test Scores," American Educator, Vol. 8, No. 3 (Fall 1984) pp. 26-29, 46.

"Why Our Best and Brightest Don't Teach Anymore," Los Angeles Times, Opinion Section (September 2, 1984).

"Mad Hatter Tests of Good Teaching," New York Times Education Survey (January 8, 1984).  Reprinted in Beatrice and Ronald Gross (eds.), The Great School Debate, New York:  Simon & Schuster, 1985.

"Education by Voucher:  Private Choice and the Public Interest" (with Arthur E. Wise), Journal of Educational Theory, Vol. 34, No. 1 (Winter 1984), pp. 29-48.

"Educational Vouchers:  Regulating Their Efficiency and Effectiveness" (with Arthur E. Wise), Educational Researcher, Vol. 12, No. 9 (November 1983).

"Teaching Standards, or Standardized Teaching?" (with Arthur E. Wise), Educational Leadership, Vol. 41, No. 2 (October 1983), pp. 66-69.

"Teacher Evaluation in the Organizational Context:  A Review of the Literature" (with Arthur E. Wise and Sara Pease), Review of Educational Research, Vol. 53, No. 3 (Fall 1983), pp. 285-328.  Reprinted in Ernest R. House (ed.), New Directions in Educational Evaluation, Philadelphia:  The Falmer Press, 1986.

"A Framework for the Analysis of Teachers' Demand and Supply" (with Anthony Boardman), Economics of Education Review, Vol. 2, No. 2 (Spring 1982).

"A Review of Schools and the Courts, Volume 1: Four Papers on Desegregation," The Politics of Education Bulletin, Vol. 9, No. 3 (Fall 1980).

"The Double Bind for Urban Education:  Doing More with Less," Network Magazine, Vol. 6, No. 1 (Summer 1979), pp. 24-27.

"Student Violence and Vandalism: Some Answers to a Serious Dilemma," Resources in Education (December 1979).

"Violence and Vandalism in Schools: Evidence for Policy Alternatives" (with Bernard C. Watson), Cross-Reference: A Journal of Public Policy and Multicultural Education (January - February 1978.

"Youth Education in a Recession," Network Magazine (Summer 1978).

_____________________________________________________________________
Published Lectures/Presentations

"Professional Development and Standards," in Professional Development: International and National Perspectives. Presented at American Association for Higher Education's National Conference on School/College Collaboration, 1993/1994.

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

A Strategy for the Professionalization of Teaching. The Wise Lecture: Professional Standards Clinic, National Education Association, September 30, 1993.

A Vision for Evaluation in a Teaching Profession. California: The California Commission on the Teaching Profession, June 1985.

_____________________________________________________________________Interviews

Sparks, D. “An Interview with Linda Darling-Hammond,” Journal of Staff Development, Vol.18, No. 1 (Winter 1997). 

Novak, C. “Interview with Linda Darling-Hammond,” Technos Quarterly,  Vol. 3, No. 2 (Summer 1994).  

_____________________________________________________________________
Unpublished Research

"Rationale and Design for a Model School Finance Statute for the State of Pennsylvania." Doctoral Dissertation, Temple University, 1978.


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