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Restructuring

Active Learning and Aesthetic Encounters: Talks at the Lincoln Center Institute, 1994
by Maxine Greene. 1995. 22 pp. $7.00
A collection of transcripts of addresses given to teachers exploring the effects of engaging with practicing artists and works of art can have on teachers and their work in classrooms—the personal and educational meanings of imagination and aesthetic experiences that come from dialogues with artists and their work.
 
At Home in Our Schools: A Guide to Schoolwide Activities That Build Community
Oakland, CA: Child Development Project. 1994. 135 pp.   $20.00
A collection of community-building activities for parents, teachers, and administrators, offering practical ideas and encouraging school communities to rethink their current activities.

Building Blocks and Stumbling Blocks: Three Case Studies of Shared Decision Making and School Restructuring
by Elizabeth Bondy, Karen Kilgore, Dorene Ross, and Rodman Webb. 1994.   $12.00
88 pp. Three stories of shared decision-making. In each case, the authors describe a particular school and the objectives it set for itself, discuss the stumbling blocks encountered and the strategies used to overcome them, and detail the differences shared decision-making has made for the school and its stakeholders.

Building Learner-Centered Schools: Three Perspectives
by James Banks, Linda Darling-Hammond, and Maxine Greene. 1992. 42 pp.   $10.00
Three speeches from the 1991 NCREST conference: “Creating Multicultural Learner-Centered Schools” by James A. Banks, “Building Learner-Centered Schools: Developing Professional Capacity, Policy, and Political Consensus” by Linda Darling-Hammond, and “Restructuring and Possibility” by Maxine Greene.

Chartering Urban School Reform
by Michelle Fine. 1994. 26 pp.   $7.00
A look at the work of the Philadelphia Collaborative, which was involved in creating more than 90 new, small high schools called “charters.” The author details student outcomes and describes the politics of this kind of grass-roots reform in which parents, teachers, and administrators struggled together to create learner-centered secondary education. Reprint from Chartering Urban School Reform: Reflections on High Schools in the Midst of Change.

Collaboration: Looking Beneath the Surface
by Kathe Jervis, and Nancy Wilson. Introduction by Ann Lieberman. 1995. 58 pp.   $10.00
Three case studies of teachers’ innovative work based on collaboration with all members of the school community. The work of these teachers, and publication of these cases, has been supported by IMPACT II, a nationwide, non-profit teacher network.

A Culture in the Making: Leadership in Learner-Centered Schools
by Ann Lieberman, Beverly Falk, and Leslie Alexander. 1994. 22 pp.   $7.00
Interviews exploring the dimensions of leadership conducted with teacher-leaders who are (or have been) the directors of six alternative public elementary schools in New York City, all of which identify themselves as “learner-centered.” Reprint from Creating New Educational Communities: Schools and Classrooms Where All Children Can be Smart.

Early Lessons in Restructuring Schools
by Ann Lieberman, Linda Darling-Hammond, and David Zuckerman. 1991. 42 pp.   $5.00

Early Lessons in Restructuring Schools: Case Studies of Schools of Tomorrow… Today
by Ann Lieberman, David Zuckerman, Alex Wilkie, Elva Smith, Norma Barinas, and Leslie Hergert. 1991. 66 pp. $5.00
NCREST’s close study of restructuring schools in New York City, where researchers documented the work of 12 schools participating in “Schools of Tomorrow . . . Today,” a program run by the New York City Teacher Centers Consortium of the United Federation of Teachers. These two companion publications document the findings.

Empowered Teachers, Empowered Learners: Reform in Progress in Louisville’s High Middle Schools
by Anne Wheelock. 1995. 40 pp.   $10.00
A study of reform in three Louisville middle schools where educators use the five “highs” — high expectations, high content, and high support for low-income students, augmented by high energy and high involvement — to produce substantial and measurable progress in student outcomes.

England’s Market System of Education: Lessons for American Policy Makers
by David L. Silvernail. 1997. 40 pp.   $10.00
What can the United States learn from England’s experience creating a market-driven education system? The author reviews the market-driven decisions England — which he sees as a “trailblazer” in such reforms — has made, and how some of these have played out in the years since they were adopted. The author writes, “on paper, many of the reforms appear desirable. But when put into practice, they result in unintended and undesirable consequences”.

Federal Policy Options for Chapter 1: An Equity Agenda for School Restructuring
by Linda Darling-Hammond. 1993. 22 pp.   $10.00
A study recommending overhaul and redesign of federal Chapter 1 legislation in order to serve children more equitably and effectively, while supporting and building the capacity of teachers and schools to use more authentic teaching and assessment strategies.

Inequality and Access to Knowledge
by Linda Darling-Hammond, with Tamar Gendler and Elaine Joseph. 1995. 43 pp.   $12.00
A well-documented look at some of the ways in which U.S. students routinely receive dramatically unequal educational opportunities based on their race and social status. The authors recommend ways to equalize financial resources, improve the supply of highly qualified teachers, and change curriculum and testing policies. Reprint from Handbook of Research on Multicultural Education.

An Inquiry High School: Learner-Centered Accountability at the Urban Academy
by Jacqueline Ancess. Foreword by Linda Darling-Hammond. 1995. 62 pp.   $10.00
A case study of the Urban Academy, an alternative New York City high school. It portrays a nurturing school community that deliberately supports its students in all areas of their lives, and, at the same time, challenges them intellectually to inquire deeply, and to excel.

James P. Comer, M.D., on the School Development Program
by James P. Comer. 1993. 22 pp.   $10.00
An interview with Dr. James Comer, founder and director of the School Development Program, widely considered one of the most successful models for engaging parents in the life of schools, for helping schools focus more effectively on children’s development and learning, and for transforming schools into organizations.

Learning to Think Well: Central Park East Secondary School (CPESS) Graduates Reflect on Their High School and College Experiences
by David Bensman. 1995. 25 pp.   $10.00
A study of the first two CPESS graduating classes, using a questionnaire as well as interviews of selected students, to find out whether the school is producing thoughtful and well-educated citizens, capable of handling work and/or further education.

Lives of the Graduates of Central Park East Elementary School: Where Have They Gone? What Did They Really Learn?
by David Bensman. 1994. 150 pp.   $20.00
A presentation of demographic and achievement data about students who graduated from Central Park East during the years 1978-83. This longitudinal study demonstrates the impressive record of educational success achieved by these young people, and offers a model for other urban public schools.

Makers of Meaning in a Learner-Centered School: A Case Study of Central Park Elementary School
by Jon Snyder, Ann Lieberman, Martiza Macdonald, and A. Lin Goodwin. 1992. 76 pp.   $15.00
A case study of Central Park East 1 Elementary School in East Harlem, New York, exploring three interdependent components—curriculum and teaching, assessment, and school structure and focusing on the practices by which the school holds itself accountable for the continued learning of students and staff.

Networks and Reform in American Education
by Ann Lieberman and Maureen Grolnick 1997. 38 pp.   $10.00
In vignettes from four different education networks, readers are introduced to the workings of an organizational form that the authors say “is of growing importance to the reform movement in American education.” Seen as “a way of engaging school-based educators in directing their own learning,” networks have an important role to play in allowing (teachers) to sidestep the limitations of institutional roles, hierarchies and geographic locations, and encouraging them to work together with many different kinds of people. Reprinted from the Teachers College Record.

Obstacles to Restructuring: Experiences of Six Middle-Grades Schools
by Ellen Pechman, Jean King with the assistance of Gina Schack, and Nadiene VanDyke. 1993. 31 pp.   $10.00
Documentation of school-improvement efforts in six schools within neighboring districts. The authors explore the process and problems that contributed to an unexpectedly uneven implementation and identify factors critical to successful school reform.

Practices and Policies to Support Teacher Development in an Era of Reform
by Linda Darling-Hammond, Ann Lieberman, and Milbrey W. McLaughlin. 1995. 39 pp.   $7.00
Two articles explore the polices and strategies needed to develop schools’ and teachers’ capacities to be responsible for student learning. The authors describe practices, structures, and institutional arrangements that support expanded views of teaching and professional learning. Reprint from Professional Development in the Reform Era, Teachers College Press and Phi Delta Kappan, 76(8).

Professional Development and Restructuring
by Linda Darling-Hammond, Ann Lieberman, Milbrey McLaughlin and Lynne Miller. 1992. 55 pp.   $10.00
Two reprints from the Teachers College Record: “Teacher Development in Professional Practice Schools” by Ann Lieberman and Lynne Miller, and “Accountability for Professional Practice” by Linda Darling-Hammond; and one reprint from the Phi Delta Kappan: “Networks for Educational Change: Powerful and Problematic” by Ann Lieberman and Milbrey McLaughlin. Reprint from Teachers College Record 92(1): 105-122, Teachers College Record 92(1): 59-80, and Phi Delta Kappan, 73(9): 673-677.

Restructuring in Policy and Practice
by Linda Darling-Hammond, Ann Lieberman, and Lynne Miller. 1992. 38 pp.   $7.00
Two reprints from the Phi Delta Kappan: “Achieving Our Goals: Superficial or Structural Reforms?” by Linda Darling-Hammond, and “Restructuring Schools: What Matters and What Works” by Ann Lieberman and Lynne Miller. Reprint from Phi Delta Kappan 72(4): 286-295 and Phi Delta Kappan 71(10): 759-764.

The Right to Learn: A Blueprint for School Reform
by Linda Darling-Hammond. Published by Jossey Bass Inc., 1997. 352 pp.   $27.00
The author proposes a plan that would arm all children with an intelligence capable of free and independent thought. The Right to Learn uses in-depth interviews with over 40 teachers and case studies of several restructured schools to depict the problems with traditional schools. This book lays out the policies and practices needed to create these schools on a system wide scale.

Talking Across the Boundaries: Participatory Evaluation Research in an Urban Middle School
edited by Michelle Fine, City University of New York Graduate School and University Center. 1996. 112 pp.   $15.00
Essays from the Bruner Inquiry Project that document changes occurring when all participants—students, faculty, staff, and administrators, as well as social psychology and education graduate students—begin “inquiring” about life inside and outside an urban middle school in Manhattan.

Teaching and Learning in Cities
edited by James Learmonth, Assisted by Lauren Maidment. Great Britain: Whitbread PLC. 1993. 238 pp.   $15.00
A collection of articles by British and American educators about what needs to be done to support inner-city schools. Contributors include Thomas Sobol and Linda Darling-Hammond.

Teachers’ Professional Development in a Climate of Educational Reform
by Judith Warren Little. 1993. 27 pp.   $7.00
An argument that professional development should focus on the purpose of schooling, the relationships between teachers and students, and the obligations of teachers to a wider professional and intellectual community. Such programs, the author argues, are shaping learning communities that can support the teacher involvement required to advance school change. Reprint from Educational Evaluation and Policy Analysis.

Teachers’ Voices: Reinventing Themselves, Their Profession, and Their Communities
by Marianne D’Emidio-Caston, Lynette Hill, and Jon Snyder. Introduction by Ann Lieberman. 1994. 72 pp.   $15.00
Four case studies document the work of teachers who have begun to redesign the organizations in which they work, and who have created opportunities for themselves and their students to be engaged as co-investigators in their own learning. These teachers were supported by Impact II, a nationwide, non-profit teacher network.

Thinking about Restructuring: The Maps in Our Minds
by Matthew B. Miles, and Nidhi Khattri. 1995. 41 pp.   $10.00
A study of people’s cognitive maps of restructuring, looking at whether these were helpful as they went about the demanding work of restructuring in two New York City public schools. Includes a review and working guide to cognitive mapping.

Transforming Knowledge: Blurring the Boundaries between Research, Policy, and Practice
by Andy Hargreaves. 1997. 29 pp.   $7.00
In this monograph, the author analyzes how the boundaries that currently divide the knowledge and discourse of universities on the one hand, and of schools and their systems on the other, can be traversed and transformed in productive ways. From examples of “border crossings” between university knowledge and school-level knowledge drawn from his research, the author derives “some implications for reinventing knowledge development and knowledge use in the postmodern age.”

Transforming School Reform: Polices and Practices for Democratic Schools
by Linda Darling-Hammond, Ann Lieberman, Diane Wood, and Beverly Falk 1994. 46 pp.   $7.00
Two articles presenting an argument for how schools need to change to meet the challenges of democracy at the dawn of the 21st century: “Reframing the School Reform Agenda: Developing Capacity for School Transformation” by Linda Darling-Hammond and “Toward Democratic Practice in Schools: Key Understandings about Educational Change” by Ann Lieberman, Diane Wood, and Beverly Falk. Reprint from Phi Delta Kappan 74(10): 753-761 and Quality 2000: Advancing Early Care in Education.

Visit to a Small School (Trying To Do Big Things): A Guide to Central Park East Secondary School (CPESS)
by Ann Lieberman. 1996. 27 pp.   $15.00
The author walks us step-by-step through the CPESS classrooms that support a culture of inquiry, pointing out what we might see and what we might ask when we encounter: habits of mind; pedagogical, personal, and political dilemmas; community; school-family relationships; the personalization that occurs in a small school setting; and teachers as coaches.

The Work of Restructuring Schools: Building from the Ground Up
edited by Ann Lieberman. New York: Teachers College Press, 1995. 192 pp.   $18.95
A collection of compelling case studies and analyses bringing restructuring schools into being and providing glimpses of hard-won success and the politics of change. Contributors include Betty Lou Whitford, Rodman B. Webb, and Linda Darling-Hammond.

Assessment

Accountability, Assessment, and Teacher Commitment: Lessons from Kentucky’s Reform Efforts
Betty Lou Whitford and Ken Jones, editors. 2000. 320 pp. $21.95
Accountability, Assessment, and Teacher Commitment offers a vantage point to draw lessons from, and ponder alternatives to, the Kentucky Education Reform Act (KERA), a state school reform effort based on a system of statewide student assessment and high-stakes accountability for teachers. It documents classroom realities and probes the consequences of this type of reform through case studies, comparisons to alternative models, and thought-provoking responses from national experts.

Assessment of Children’s Reading: A Comparison of Sources of Evidence
by Jon Snyder, Ted Chittenden, and Priscilla Ellington. 1993. 12 pp. $7.00
A monograph exploring different kinds of evidence that can be used to assess the development of the ability to read. The authors compare results from standardized tests with classroom-generated data based on teachers’ interactions with students and their work.
 
Authentic Assessment in Action: Studies of Schools and Students at Work

by Linda Darling-Hammond, Jacqueline Ancess, and Beverly Falk. Foreword by Theodore R. Sizer. New York: Teachers College Press, 1995. 283 pp. $25.00
Case studies examining how five elementary and secondary schools have developed authentic, performance-based assessments of students’ learning, and how this work has interacted with and influenced the teaching and learning experiences students encounter in the schools.
 
Authentic Assessment in Practice: A Collection of Portfolios, Performance Tasks, Exhibitions, and Documentation
by Linda Darling-Hammond, Lynne Einbender, Fred Frelow, and Janine Ley-King. 1993. 360 pp. $30.00
A handbook of assessment tools and approaches illustrating the range of forms currently in use. It includes assessment strategies for different ages, and subject areas, and purposes ideas collected from schools throughout the U.S. and abroad.
 
Authentic Assessment and School Development
by Linda Darling-Hammond and Jacqueline Ancess. 1994. 29 pp. $7.00
A monograph examining four secondary schools struggling to develop and refine authentic measures of student learning. It analyzes teacher learning, organizational rethinking and restructuring, and implications for policy supporting authentic assessment. Reprint from the 93rd Yearbook of the National Society for the Study of Education.
 
An Authentic Journey: Teachers’ Emergent Understandings about Authentic Assessment and Practice
by Lynne Einbender, and Diane Wood. 1995. 73 pp. $15.00
A study of the work of the Four Seasons Project, a partnership of the Coalition of Essential Schools, the Foxfire Teacher Outreach Network, Project Zero, and NCREST. This project created a National Faculty—70 teachers from 15 states—dedicated to developing, implementing, and disseminating authentic assessment practices.
 
Authentic Teaching and Assessment: Policy and Practice. Examples from the Field: The Second Annual NCREST Affiliates Meeting, March 19, 1993.
by Diane Harrington, Janine Ley-King, and Alice Weaver. 1994. 69 pp. $7.00
A summary of the experiences and findings presented by NCREST affiliates at the second annual Affiliates Meeting. These presentations illustrate different approaches to, and perspectives on, developing alternate assessment initiatives in a variety of settings.
 
Authentic Teaching, Learning, and Assessment with New English Learners at International High School
by Jacqueline Ancess and Linda Darling-Hammond. 1994. 81 pp. $15.00
An analysis of authentic assessment strategies used at this small, public, alternative high school, whose population is made up entirely of students with limited proficiency in English. Working in teaching teams, faculty develop and evaluate student products and portfolios in order to judge both student progress and their own instruction.

The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning
by Beverly Falk. 1994. 51 pp. $10.00
A study observing the developmental understandings that have emerged in the Bronx New School, a public, learner-centered elementary school where student assessment is based on multiple sources of information, including teacher-kept observations, student-kept records, and samples of student work.
 
Conducting a School Quality Review in a Cross-Cultural Setting (The New York State School For the Deaf)
by Kathe Jervis. 1997. 123 pp. $15.00
The author recounts the experience and results of conducting a School Quality Review (SQR) in a state school for the deaf. The monograph follows the SQR Team and the staff of the school as they combine an external peer review and internal self-review. A SQR, the author states, “offers the potential for schools to improve themselves. . . to become more responsive and responsible to the public that both finances them and sends its children through their doors.”
 
Creating Accountability in Big City School Systems
by Linda Darling-Hammond and Carol Ascher. Published with the ERIC Clearinghouse on Urban Education. 1991. 40 pp. $15.00
A monograph summarizing NCREST’s early work in reconceptualizing accountability. It aims to help school people define for themselves what they should be held accountable for and how, and to help policy makers translate these lessons into environments that will support school restructuring.
 
Creating Learner-Centered Accountability
by Linda Darling-Hammond, Jon Snyder, Jacqueline Ancess, Lynne Einbender, A. Lin Goodwin, and Martiza Macdonald. 1993. 83 pp. $15.00
A conceptual overview of the learner-centered model of accountability, followed by descriptions of how various features of that model look in operation in four urban schools that are extraordinarily successful with students.
 
Eyes on the Child: Three Portfolio Stories
by Kathe Jervis. Foreword by Linda Darling-Hammond. Afterword by Joseph McDonald. New York: Teachers College Press, 1996. 163 pp. $19.95
“. . .The individual classroom settings for these case studies encompass an impressive range: elementary and high school, single and combined-grade classes, regular and special education, individual and team teachers. The schools are affiliates of Foxfire, the Coalition of Essential Schools, and Harvard’s Project Zero. Though the contexts are different and the approaches vary, the teachers in these cases share an extraordinary commitment to grappling with assessment issues on behalf of their students. Their stories, like the portfolios they implement, are works in progress that provide a special window on human learning and school accountability.”

Exploring Values and Standards: Implications for Assessment
by Jane Andrias, Rhoda Drucker Kanevsky, Lynne Yermanock Strieb, and Cecelia Traugh. 1992. 64 pp. $10.00
Thoughtful writings by school practitioners, who discuss work with forms of inquiry revolving around close observation of children, offer reflection on children’s work and behavior, and share insights about the meanings of these things in the context of life in the classroom, school, family, and community.

Graduation by Portfolio at Central Park East Secondary School
by Linda Darling-Hammond and Jacqueline Ancess. 1994. 72 pp. $15.00
An examination of the public and collaborative graduation process at Central Park East Secondary School. Students complete 14 portfolios in specified curriculum areas and present and defend them to a graduation committee using varied media.

The Heart of the Matter
0by Beverly Falk. 2000. 208 pp. $17.0
This book challenges and explores the complexities of assessment, accountability, and standards-based reform, and their impact on classroom practice. It offers strategies for using standards and assessments to support meaningful learning for all students and discusses using tools for moving forward the the lives of children.
 
The Impact of England’s National Curriculum and Assessments on Classroom Practice: Lessons from Across the Atlantic
by David L. Silvernail. 1996. 50 pp. $12.00
The first of two monographs that speak to education reform across the Atlantic. The second monograph “England’s Market System of Education: Lessons for American Policy Makers” can be found under the Restructuring section.

The Multiple Forms of Evidence Study: Assessing Reading Through Student Work Samples, Teacher Observation, and Tests
by Janet Price, Sara Schwabacher, and Ted Chittenden. 1993. 53 pp. $10.00
Results of a pilot reading assessment study in which 61 teachers in 18 elementary schools systematically collected classroom assessment data in reading for 268 students and compared that data to the students’ scores on the standardized, multiple-choice reading test. Reprint from The Accountability Project and The Fund for New York City Public Education.
 
National Standards and Assessments: Will They Improve Education?
by Linda Darling-Hammond. 1994. 31 pp. $7.00
An argument against national standards and assessments as the means for systemic school change. Improved teaching and learning for all students will come about only when the capacities of teachers and schools are increased, the author states, requiring carefully developed policies in the areas of teacher development, school development, and equalization of resources. Reprint from American Journal of Education 102(4): 478-510.
 
New York Assessment Collection
Disks or CD-Rom $10.00
Print versions: Middle & Elementary (154 pp.)
$15.00 High School (282 pp.) $19.00
2-Volume Set $30.00
by the Coalition of Essential Schools at Brown University with support from the New York State Education Department and IBM. 1996. Multimedia Versions (set of disks or CD-ROM)
The assessment collection provides a close-up look at a range of student assessments, including exhibitions, portfolios, design projects, debates, and other performance tasks. Available in Macintosh and Windows formats on disks, CD-ROM, or printed versions, one on middle & elementary school assessments and the other on high school assessments.

Outside/Inside, Inside/Outside
by Jacqueline Ancess. 1996. 129 pp. $15.00
An overview of how to conduct a School Quality Review (SQR), a school change and improvement effort, illustrated by one actual review of the Highland Elementary School in New York State.
 
The Primary Language Record at P.S. 261: How Assessment Transforms Teaching and Learning
by Beverly Falk and Linda Darling-Hammond. 1993. 62 pp. $15.00
A study that examines use of the Primary Language Record, a comprehensive framework for observing, documenting, and assessing children’s language and literacy development in a Brooklyn public school.
 
The Senior Project: Authentic Assessment at Hodgson Vocational/Technical High School

by Jacqueline Ancess and Linda Darling-Hammond. 1994. 55 pp. $15.00
An examination of the Senior Project, a cross-disciplinary research paper and exhibition that all students complete during their senior year at this Delaware high school. The study documents how teachers began to change their curriculum and teaching when, initially, they found students unprepared.

Standards of Practice for Learner-Centered Schools
by Linda Darling-Hammond. 1992. 34 pp. $10.00
A monograph discussing how standards for resources and professional practice should operate to enhance accountability in schools.
 
Taking a Different Look: How the Primary Language Record Supports Teaching for Diverse Learners

by Beverly Falk, Susan MacMurdy, and Linda Darling-Hammond. 1995. 51 pp. $15.00
A study of how the Primary Language Record (PLR) is being used with students of diverse needs and backgrounds to assess and support their learning. It examines (1) how specific features of the PLR are useful in this context, and (2) how use of the PLR influences other school services and supports that have an impact on the school lives of these children.

Using Standards and Assessments to Support Student Learning: Alternatives to Grade Retention

by Linda Darling-Hammond and Beverly Falk. 1997. 28 pp. $10.00
This monograph examines research on alternatives to retaining in their current grade level, students who do not meet standards set on tests. These alternatives, the authors say, are likely to prove more productive for both teaching and learning. Authors also discuss how assessment data can be used productively to support teaching, learning, and school accountability.
 
Varieties of Excellence: Identifying and Assessing Children’s Talents

by Mindy Kornhaber and Howard Gardner. 1993. 33 pp. $7.00
A monograph describing the range of intellectual competencies that human beings possess, and describing the conditions needed in schools to foster sustained engagement and reflection in diverse domains of knowledge.

Professional Development Schools

Partnership: Getting Broader, Getting Deeper
by Lynne Miller and Cynthia O’Shea. 1994. 19 pp. $7.00
An exploration of some of the tensions and lessons about school-university partnerships through the eyes of a school person (O’Shea) and a university person (Miller) who have worked together successfully for a number of years. Reprint from The NETWORK, Inc., part of The Studies of Education Reform program, supported by the U.S. Department of Education.
 
The PDS Collection: Professional Development Schools: Confronting Realities
Nancy J. Lauter, Ed. Anticipated in Fall of 1998. 150 pp. (approx.) $15.00
This is a collection of Professional Development Schools papers to be published by NCREST in spring, 1998. Each paper focuses on one of five issues: Inquiry, Standards, Equity, Institutionalization, and Finance

Professional Development Schools: Schools for Developing a Profession
by Linda Darling-Hammond, Ed. New York: Teachers College Press, 1994. 228 pp. $20.00
Case studies documenting the creation of Professional Development Schools in five states and describing how these are proving to be vehicles for the mutual restructuring of schools and teacher education.

Rethinking Teacher Leadership Through Professional Development Schools
by Linda Darling-Hammond, Marcella Bullmaster and Velma L. Cobb. 1995. 26 pp. $10.00
In this article, the authors discuss new forms of teacher leadership for teachers who engage in the broader professional roles available in PDS. As school-university-based faculty engage in co-constructing learning environments, roles for beginning and veteran teachers, teacher educators and administrators transform teaching, putting research into practice and practice into research.

The Transformation of School Leadership in Professional Development Schools
by Lee Teitel. 1996. 31 pp. $10.00
An examination of issues, changing roles, and unanswered questions about the new forms of leadership needed in school-university PDS collaborations

 

 


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