Publications & Resources

Publications & Resources

Publications, Tools, & Resources

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. 

Highlights

Book cover: The education we need

The Education We Need for a Future We Can’t Predict by Thomas Hatch with Jordan Corson and Sarah Gerth van den Berg
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Book cover: Expanding the Boundaries of Learning

Thomas Hatch discusses learning outside and inside of schools in the US and Singapore in Phi Delta Kappan

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book cover

Jennifer Kim and colleagues provide an overview of the landscape of Early Middle Colleges in Michigan
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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 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.

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

  • 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.

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.

  • *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 

 

  • 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. 

  • Ancess, J. (2004). Snapshots of Meaning Making Classrooms. Educational Leadership. September.
  • Ancess, J. (2008). Small Alone Is Not Enough: How Can Educators Recover the Purposes of Small Schools? Educational Leadership, (65),8, 48-53. 
  • Ancess, J. & Allen, D. (2006).Implementing Small Theme High Schools in New York City: Great Intentions and Great. Harvard Educational Review.76 (3)
  • Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (46), 4, 325-333.
  • Ancess, J. & Grossman F. D. (2003, April). Paper Presented at AERA Conference.

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. 

 

 

  • 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.

  • 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.

  • 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).

  • 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.

  • 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.

  • 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.

 

  • Barnett, E. (2006). Helping high school students succeed in college classes [NCREST Practice Brief]. New York: National Center for Restructuring Education, Schools, and Teaching, Teachers College.
  • Barnett, E. (2011). Validation and persistence among community college students. Review of Higher Education. Baltimore, MD: John Hopkins University Press.
  • Barnett, E. (2011). Faculty validation and persistence among nontraditional community college students.  Enrollment Management Journal. Round Rock, TX: TG and the University of Nebraska-Lincoln.
  • Barnett, E., & Bragg, D. (2006). Academic pathways and increased opportunities for underserved students:  Crosscutting themes and lessons learned. In D. D. Bragg & E.
  • A. Barnett (eds.) Academic Pathways to and from the Community College. New Directions in Community Colleges. San Francisco: Jossey-Bass, Inc.
  • Barnett, E. & Hughes, K. (2010). Issue Brief: Community College and High School Partnerships; Prepared for: The White House Community College Summit. New York: Community College Research Center, Teachers College, Columbia University.
  • Barnett, E. & Stamm, L. (2010). Dual enrollment: A strategy for educational advancement of all students.Washington, DC: Blackboard Institute.
  • Hatch, T. (2008). Practice Brief #1: Mission, mission on the wall.  New York: NCREST.
  • Hatch, T. (2009). The scholarship of teaching and web-based representations of teaching in the United States: Definitions, histories, and new directions. Educational Action Research, 17 (1), 63-78.
  • Hatch, T. (2009).  The Outside-Inside Connection.Educational Leadership, 67 (2), 16-21.
  • Hatch, T. (2010).  What Norway (not Finland) can tell us about schools.  The Answer Sheet Blog.Retrieved December 10, 2010 from http://voices.washingtonpost.com/answer-sheet/guest-bloggers/what-norway-not-finland-tells.html.
  • Hatch, T. (2010).  A question of value(s).New York Times Online.  Retrieved September 27, 2010 from http://www.nytimes.com/roomfordebate/2010/09/26/why-more-students-rely-on-tutors/a-question-of-values
  • Hatch, T., Ahmed, D. Lieberman, A. Faigenbaum, D., Eiler, M. & Pointer Mace, D.H. (Eds.) (2005). Going Public with our Teaching: An Anthology of Practice. New York: Teachers College Press.
  • Hatch, T. & Honig, M. (2004).Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher. 33 (8), 16-30.
  • Active Learning and Aesthetic Encounters: Talks at the Lincoln Center Institute
    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.

  • 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.

  • 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.

 

 

  • Preparing Teachers for Learner Centered Practice: The Professional Development School at PS 87.
    NCREST. 2008.

 

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.

 

  • The Lightning Post-Office: Authentic Learning in the Elementary School
    NCREST. 2008.

 

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.

 

  • Grappling With Difference
    NCREST. 2008.

 

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.

 

  • Playing With Possibilities: Using Games in the Classroom
    NCREST. 2008.

 

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.

 

  • Secret Destinations: Authentic Learning in the Elementary School
    NCREST. 2008.

 

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.

 

  • Inside the SQR: Images of a Review Team at Work
    NCREST. 2008.

 

A team of twelve participants spend a week visiting and observing in an elementary school.

  • 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.”

  • 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.

  • Varieties of Excellence: Identifying and Assessing

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.

  • Assessment of Children's Reading: A Comparison of Sources of Evidence

A monograph exploring different kinds of evidence that can be used to assess the development of the ability to read.

  • 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 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. 

  • 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. 

 

  • 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. 

 

  • 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.

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1992-1999 Publications

2003-2008 Publications

2009-2012 Publications

2013-2015 Publications

2016-2021 Publications

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