Linda Darling-Hammond

Linda Darling-Hammond is the Charles E. Ducommon Professor of Education at Stanford University, where she launched the [http://srnleads.org School Redesign Network] and the Stanford Educational Leadership Institute. Darling-Hammond is author or editor of more than a dozen books and more than 300 articles on education policy and practice. Her work focuses on school restructuring, teacher education, and educational equity. From 1994-2001, she was the executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, "Doing What Matters Most: Teaching for America's Future," [Darling-Hammond, L. (1996). Doing What Matters Most: Teaching for America's Future. New York: National Commission on Teaching and America's Future. http://www.nctaf.org/] was later named one of the most influential affecting U.S. education by Education Week. [ [http://www.edweek.org/ew/section/tb/2006/12/13/1141.html Influential Research Studies.] Education Week, EPE Research Center.] In 2006 "Education Week" named Darling-Hammond one of the nation's ten most influential people affecting education policy over the last decade [ [http://www.edweek.org/ew/section/tb/2006/12/12/1138.html Influence: A Study of the Factors Shaping Education Policy.] (2006, December 13). Education Week, EPE Research Center.]

Education

Darling-Hammond received her B.A. magna cum laude from Yale University in 1973, and an EdD, with highest distinction, in Urban Education from Temple University in 1978. [Darling-Hammond's Resume at Stanford University [http://stanford.edu/~ldh/resume.html] ]

Career

Prior to her appointment at Stanford, Darling-Hammond was the William F. Russell Professor in the Foundations of Education at Teachers College, Columbia University, where she was also Co-Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). She has also served as Senior Social Scientist and Director of the RAND Corporation's Education and Human Resources Program and as director of the National Urban Coalition's Excellence in Education Program. Darling-Hammond was president of the American Educational Research Association, a member of the National Board for Professional Teaching Standards, and a member of the National Academy of Education. She has served on many national advisory boards, including the National Academy's Panel on the Future of Educational Research, the Academy's Committee on Teacher Education, the White House Advisory Panel's Resource Group for the National Education Goals, and on the boards of directors for the Spencer Foundation, the Carnegie Foundation for the Advancement of Teaching, the National Foundation for the Improvement of Education, and the Alliance for Excellent Education.Fact|date=June 2008

Darling-Hammond began her career as a public school teacher and has co-founded a preschool and day care center, as well as a charter public high school [For East Palo Alto, a Stanford-Run High School. (2005, September/October). [http://www.stanfordalumni.org/news/magazine/2005/sepoct/farm/news/school.html Stanford Magazine.] ] Darling-Hammond has been engaged in efforts to redesign schools so that they focus more effectively on learning and to develop standards for teaching. As Chair of the Model Standards Committee of the Interstate New Teacher Assessment and Support Consortium (INTASC), she led the effort to develop licensing standards for beginning teachers that reflect current knowledge about what teachers need to know to teach diverse learners. As Chair of the New York State Council on Curriculum and Assessment she oversaw the process of developing the state’s learning standards, curriculum frameworks, and assessments during the early 1990s.Fact|date=June 2008

Darling-Hammond on Teach for America

In the spring of 2005, a study published by Stanford researchers, including Darling-Hammond, concluded that Teach for America teachers in Houston who had not completed certification programs were less effective than traditionally credentialed teachers.cite web | author=Darling-Hammond, Linda; Holtzman, Deborah; Gatlin, Su Jin; Vasquez Heilig, Julian | year=2005 | title=Does Teacher Preparation Matter? | url=http://epaa.asu.edu/epaa/v13n42/ | work= [http://epaa.asu.edu/epaa/ Education Policy Analysis Archives] | accessdate=6 July | accessyear=2008] "Our study doesn't say you shouldn't hire Teach for America teachers," said Hammond, "Our study says everyone benefits from preparation, including Teach for America teachers—that they became more effective when they became certified." Her study was criticized by several academics for lacking rigor and using questionable sample sizes. cite web | author=Toppo, Greg | year=2005 | title=Study stirs teaching controversy | url=http://www.usatoday.com/news/education/2005-04-17-teaching-study_x.htm | work= [http://www.usatoday.com/ USA Today] | accessdate=1 July | accessyear=2008]

Awards

Awards Darling-Hammond has won include:
*Phi Delta Kappa George E. Walk Award for the most outstanding dissertation in the field of education (1978)
*American Educational Research Association's Research Review Award (1985)
*American Federation of Teachers' Quest Award for Outstanding Scholarship (1987)
*Association of Teacher Educators' Leadership in Teacher Education Award (1990)
*Educational Equity Concepts' Woman of Valor Award (1995)
*Association of Teacher Educators' Distinguished Educator Award (1997)
*Council for Chief State School Officers' Distinguished Leadership Award (1998)
*National Commission on African American Education's Founders Award (2003)
*Margaret B. Lindsey Award for Distinguished Research in Teacher Education(2007)

She has received honorary doctorates from seven universities in the United States and abroad. [Darling-Hammond's Resume at Stanford University [http://stanford.edu/~ldh/resume.html] ]

Books

Darling-Hammond has written a number of books, [For earlier books, see [http://stanford.edu/~ldh/ Darling-Hammond Faculty Page] ] including:

*Powerful Learning: What We Know About Teaching for Understanding." (coauthored with Brigid Barron, P. David Pearson, Alan H. Schoenfeld, Elizabeth K., Stage, Timothy D. Zimmerman, et al.; forthcoming).
*Powerful teacher education: lessons from exemplary programs (2006)
*Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (coauthored with John Bransford, 2006)
*Instructional Leadership for Systemic Change: The Story of San Diego's Reform (Leading Systemic School Improvement) (2005)
*A good teacher in every classroom: preparing the highly qualified teachers our children deserve (coauthored with Joan Baratz-Snowden, 2005)
*Professional development schools: schools for developing a profession (coauthored with Judith Lanier, 2005)
*Learning to teach for social justice (coauthored with Jennifer French and Silvia Paloma Garcia-Lopez, 2002)
*Teaching as the learning profession: handbook of policy and practice (Coauthored with Gary Sykes, 1999)}
*A license to teach: raising standards for teaching (coauthored with Arthur Wise and Stephen P. Klein, 1999}
*The right to learn: a blueprint for creating schools that work (1997)
*Authentic assessment in action: studies of schools and students at work (coauthored with Jacqueline Ancess and Beverly Falk, 1995)
* [http://rre.sagepub.com/content/vol20/issue1/ Review of Research in Education, Volume 20] (Editor, 1994)
* [http://rre.sagepub.com/content/vol19/issue1/ Review of Research in Education, Volume 19] (Editor, 1993)

References

External links

* [http://stanford.edu/~ldh/] Darling-Hammond's Stanford Faculty Page
* [http://www.srnleads.org] School Redesign Network