Online and print resources produced as part of NCREST projects address the changes that need to be made in many aspects of schooling -- including school organization, teaching practices, curriculum, assessment, accountability, parent and community involvement, and policy. These publications take many forms including books, journal articles, conference presentations, commentaries, and as well as a series of Practice Briefs that provide guidance on key issues of school improvement.
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.
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.
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.
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.
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.
In vignettes from four different educatiocn 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.
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).
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
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.
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.
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.
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.
by Ann Lieberman, Beverly Falk, and Leslie Alexander. 1994. 22 pp. $7.00
by Ann Lieberman, Linda Darling-Hammond, and David Zuckerman. 1991. 42 pp. $5.00
by Ann Lieberman, David Zuckerman, Alex Wilkie, Elva Smith, Norma Barinas, and Leslie Hergert. 1991. 66 pp. $5.00
by Jon Snyder, Ann Lieberman, Martiza Macdonald, and A. Lin Goodwin. 1992. 76 pp. $15.00
by Ann Lieberman and Maureen Grolnick 1997. 38 pp. $10.00
by Ellen Pechman, Jean King with the assistance of Gina Schack, and Nadiene VanDyke. 1993. 31 pp. $10.00
by Linda Darling-Hammond, Ann Lieberman, and Milbrey W. McLaughlin. 1995. 39 pp. $7.00
Professional Development and Restructuring
by Linda Darling-Hammond, Ann Lieberman, Milbrey McLaughlin and Lynne Miller. 1992. 55 pp. $10.00
by Linda Darling-Hammond, Ann Lieberman, and Lynne Miller. 1992. 38 pp. $7.00
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.
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.
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.
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.
This article discusses the reciprocal and dynamic relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing public secondary schools for at-risk students.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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.
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.
A new kind of collaboration between pre-service teacher preparation and professional development is demonstrated in this documentary about the partnership between Teachers College, Columbia University, and a New York City elementary school.
A first-grade multidisciplinary project. First-graders create a school-wide post office transforming their research about their neighborhood post office into a real-life work place.
From the new Cultural Interchange series. Middle school students interview parents, teachers, and each other about homework, and find different opinions, reflecting the rich diversity of American society. Meant to open conversations on difference in your school community and invite talk about ways to build community, this video can also initiate discussions about homework policy.
Fourth graders explore mathematical ideas. This videotape focuses on three different lessons that use board games, physical activity, and manipulatives to lead the children to deeper understanding of graphs, averages and probability.
Teams of fifth-graders create maps that other teams will try to follow to secret destinations within the building. When the explorers go astray, they retrace their steps with the mapmakers, to solve what went wrong.
A team of twelve participants spend a week visiting and observing in an elementary school.
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.
A monograph exploring different kinds of evidence that can be used to assess the development of the ability to read.
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.
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.
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.”
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.
A monograph discussing how standards for resources and professional practice should operate to enhance accountability in schools.
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.
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.