DOCSLIB.ORG

L-G-0000647250-0002338957.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
L-G-0000647250-0002338957.Pdf SS Preparing Teachers for a Changing World What Teachers Should Learn and Be Able to Do Sponsored by the National Academy of Education Edited by Linda Darling-Hammond John Bransford In Collaboration with Pamela LePage Karen Hammerness Helen Duffy Copyright © 2005 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3993 or fax 317-572-4002. Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Library of Congress Cataloging-in-Publication Data: Preparing teachers for a changing world : what teachers should learn and be able to do / edited by Linda Darling-Hammond and John Bransford in collaboration with Pamela LePage, Karen Hammerness, and Helen Duffy ; sponsored by the National Academy of Education.— 1st ed. p. cm. Includes bibliographical references and index. ISBN-13 978-0-7879-7464-0 (alk. paper) ISBN-10 0-7879-7464-1 (alk. paper) ISBN-13 978-0-7879-9634-5 (paperback) ISBN-10 0-7879-9634-3 (paperback) 1. Teachers—Training of—United States. 2. Follow-up in teacher training—United States. 3. Teachers—In-service training—United States. I. Darling-Hammond, Linda, 1951–. II. Bransford, John. III. National Academy of Education. LB1715.P733 2005 370'.7'1—dc22 2004026736 Printed in the United States of America FIRST EDITION PB Printing 10 987654321 The Jossey-Bass Education Series SS CONTENTS Preface vii Committee on Teacher Education Members xi Acknowledgments xiii About the Authors xv 1 Introduction 1 John Bransford, Linda Darling-Hammond, Pamela LePage 2 Theories of Learning and Their Roles in Teaching 40 John Bransford, Sharon Derry, David Berliner, Karen Hammerness With Kelly Lyn Beckett 3 Educating Teachers for Developmentally Appropriate Practice 88 Frances Degen Horowitz, Linda Darling-Hammond, John Bransford With James Comer, Kathy Rosebrock, Kim Austin, Frances Rust 4 Enhancing the Development of Students’ Language(s) 126 Guadalupe Valdés, George Bunch, Catherine Snow, Carol Lee With Lucy Matos 5 Educational Goals and Purposes: Developing a Curricular Vision for Teaching 169 Linda Darling-Hammond, James Banks, Karen Zumwalt, Louis Gomez, Miriam Gamoran Sherin, Jacqueline Griesdorn, Lou-Ellen Finn vi CONTENTS 6 Teaching Subject Matter 201 Pamela Grossman, Alan Schoenfeld With Carol Lee 7 Teaching Diverse Learners 232 James Banks, Marilyn Cochran-Smith, Luis Moll, Anna Richert, Kenneth Zeichner, Pamela LePage, Linda Darling-Hammond, Helen Duffy With Morva McDonald 8 Assessment 275 Lorrie Shepard, Karen Hammerness, Linda Darling-Hammond, Frances Rust With Joan Baratz Snowden, Edmund Gordon, Cris Gutierrez, Arturo Pacheco 9 Classroom Management 327 Pamela LePage, Linda Darling-Hammond, Hanife Akar With Cris Gutierrez, Evelyn Jenkins-Gunn, Kathy Rosebrock 10 How Teachers Learn and Develop 358 Karen Hammerness, Linda Darling-Hammond, John Bransford With David Berliner, Marilyn Cochran-Smith, Morva McDonald, Kenneth Zeichner 11 The Design of Teacher Education Programs 390 Karen Hammerness, Linda Darling-Hammond With Pamela Grossman, Frances Rust, Lee Shulman 12 Implementing Curriculum Renewal in Teacher Education: Managing Organizational and Policy Change 442 Linda Darling-Hammond, Arturo Pacheco, Nicholas Michelli, Pamela LePage, Karen Hammerness With Peter Youngs 13 References 480 Name Index 567 Subject Index 583 S S PREFACE ll professions at some point in their development have worked to achieve consensus about the key elements of a professional education curriculum: Athe building blocks of preparation for all entrants into the occupation. In medicine, this happened at the turn of the twentieth century following the release of the famous Flexner Report that critiqued the uneven quality of med- ical education. Efforts to create a common curriculum for legal education fol- lowed shortly thereafter. Fields like engineering and architecture turned to this work in the mid-1900s. Over the last two decades, the teaching profession has begun to codify the knowledge base for professional practice and standards for the work of practitioners. Meanwhile, great strides have been made in our understanding of learning and the teaching practices that support it. Over the last two years, the National Academy of Education, through its Committee on Teacher Education (CTE), has been considering the implications for the curriculum of teacher education of what the field has learned about effective learning and teaching, as well as about the learning of teachers. This volume is the result of the Committee’s work. It outlines core concepts and strategies that should inform initial teacher preparation, whether it is deliv- ered in traditional or nontraditional settings. It is intended primarily for those who are responsible for the preparation of teachers: deans and faculty members in university-based programs as well as district personnel and school-based faculty in cooperating schools or alternative programs. A shorter summary vii viii PREFACE volume is aimed at policymakers as well as practitioners. A companion volume examines the curricular implications of knowledge for teaching reading, as an initial effort to instantiate these recommendations in a content field. The Committee chose reading for this initiative because there is already a substantial body of research about how students learn to read, and a growing consensus about professional practice in the teaching of early reading upon which teacher education curriculum could be built. This work stands on the shoulders of many other efforts. In 1989, the American Association of Colleges for Teacher Education published a seminal effort, the Knowledge Base for the Beginning Teacher, and followed this up with the Teacher Educator’s Handbook in 1996. The National Board for Professional Standards (NBPTS), established in 1987, built on research about learning and teaching in developing standards articulating what expert teachers should know and be able to do. Additionally, the Interstate New Teacher Assessment and Support Consortium (INTASC), a consortium of state education agencies, higher education institutions, and national educational organizations, developed model standards and assessments for licensing beginning teachers that rest on the same body of research. Together these efforts create a continuum of expectations from beginning teaching to accomplished levels of practice. These standards have become widespread. They have been incorporated into the teacher education accreditation standards of the National Council for the Accreditation of Teacher Education, and, according to a recent survey, most teacher education institutions have used these national and state standards to ground the foundation for their program designs and for teacher education outcome measures (Salzman, Denner, & Harris, 2002). This report’s recommendations are informed by these professional standard- setting initiatives and by important research compilations, such as the National Research Council’s 1999 Report, How People Learn, which provides a compre- hensive overview about what is known in the area of learning; the several Handbooks of Research on Teaching, sponsored by the American Educational Research Association; and the Handbooks of Research on Teacher Education, sponsored by the Association of Teacher Educators. These compilations have helped to develop conceptual frameworks for synthesizing knowledge about learning, teaching, and the learning of teachers. Although this report has benefited greatly from the work that has preceded it, it is different from these other efforts in two ways: first, it seeks to inform the curriculum for teacher education by considering how what we know about student learning
Load more

Recommended publications
  • Research on Teaching and the Education of Teachers: Brokering the Gap Beiträge Zur Lehrerinnen- Und Lehrerbildung 38 (2020) 1, S
    Shavelson, Richard J. Research on teaching and the education of teachers: Brokering the gap Beiträge zur Lehrerinnen- und Lehrerbildung 38 (2020) 1, S. 37-53 Empfohlene Zitierung/ Suggested Citation: Shavelson, Richard J.: Research on teaching and the education of teachers: Brokering the gap - In: Beiträge zur Lehrerinnen- und Lehrerbildung 38 (2020) 1, S. 37-53 - URN: urn:nbn:de:0111-pedocs-217737 - DOI: 10.25656/01:21773 http://nbn-resolving.org/urn:nbn:de:0111-pedocs-217737 http://dx.doi.org/10.25656/01:21773 in Kooperation mit / in cooperation with: http://www.bzl-online.ch Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, We grant a non-exclusive, non-transferable, individual and limited persönliches und beschränktes Recht auf Nutzung dieses right to using this document. Dokuments. Dieses Dokument ist ausschließlich für den This document is solely intended for your personal, non-commercial persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die use. Use of this document does not include any transfer of property Nutzung stellt keine Übertragung des Eigentumsrechts an diesem rights and it is conditional to the following limitations: All of the Dokument dar und gilt vorbehaltlich der folgenden copies of this documents must retain all copyright information and Einschränkungen: Auf sämtlichen Kopien dieses Dokuments other information regarding legal protection. You are not allowed to müssen alle Urheberrechtshinweise und sonstigen Hinweise auf alter this document in any way, to copy it for public or commercial gesetzlichen Schutz beibehalten werden. Sie dürfen dieses purposes, to exhibit the document in public, to perform, distribute or Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie otherwise use the document in public.
    [Show full text]
  • Stanfordeducator Education Alumni Spring 2009 Newsletter
    Stanford University School of StanfordEducator Education Alumni Spring 2009 Newsletter Teaching for the World School of Education Welcomes Education Faculty Share Their Expertise New Faculty Members Across Borders By Amy Yuen By Marguerite Rigoglioso This academic year, Stanford University School round the world, economic globalization is pushing education of Education brought seven new faculty members issues to the forefront. The need to tackle concerns so familiar on board, the largest group of professors to join A to U.S. educators—including literacy, multiculturalism, student the School at one time. Four professors, profiled learning and assessment, and teacher training—has become all the more here, joined the School last fall. Three more, acute in developing countries that face pressures to build a globally com- Paulo Blikstein, Jonathan Osborne, and Mitchell petitive workforce but lack the expertise to do so. As longtime Education Stevens, joined this January and will be profiled Professor Francisco Ramirez says, “Globalization has made it much harder in the next issue. for any country to imagine that it could be completely self-contained.” continued on page 3 Given Stanford’s own thrust toward addressing international issues in recent years, Ramirez observes that the School of Education’s International Comparative Education program has moved from being a “dessert” on the Table of Contents academic menu to one of the main courses. Not only are more School of Inside Page Education faculty examining educational challenges in an international con- text, but a growing number of countries—from Malaysia to South Africa to Teaching for the World 1 Bhutan—are calling upon faculty members to provide counsel in such areas School of Education Welcomes New Faculty Members 1 as higher education management, teacher professional development, and Faculty Votes for “Open Access” 2 economic development.
    [Show full text]
  • Educational Psychology a Century of Contributions
    EDUCATIONAL PSYCHOLOGY: A CENTURY OF CONTRIBUTIONS This page intentionally left blank EDUCATIONAL PSYCHOLOGY: A CENTURY OF CONTRIBUTIONS Edited by Barry J. Zimmerman City University of New York Graduate Center Dale H. Schunk University of North Carolina at Greensboro A project of Division 15 (Educational Psychology) of the American Psychological Association EALAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2003 Mahwah, New Jersey London Senior Acquisitions Editor: Naomi Silverman Assistant Editor: Lori Hawver Cover Design: Kathryn Houghtaling Lacey Textbook Production Manager: Paul Smolenski Full-Service Compositor: TechBooks Text and Cover Printer: Sheridan Books, Inc. This book was typeset in 10/12 pt. Times, Italic, Bold, Bold Italic. The heads were typeset in Americana, Italic and Bold. Copyright © 2003 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Library of Congress Cataloging-in-Publication Data Educational psychology : a century of contributions / edited by Barry J. Zimmerman, Dale H. Schunk. p. cm. Includes bibliographical references and index. ISBN 0-8058-3681-0(case: alk. paper)—ISBN0-8058-3682-9(pbk. : alk. paper) 1. Educational psychology—History. 2. Educators—Biography. 3. Psychologists—Biography. I. Zimmerman, Barry J. II. Schunk, Dale H. LB1051 .E36214 2003 370.15—dc21 2002010674 Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. Printed in the United States of America 10 98765432 Table of Contents Preface vii Contributors xi PART I: THE FOUNDING PERIOD: 1890 TO 1920 1.
    [Show full text]
  • Profiles of Productive Educational Psychologists
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Public Access Theses and Dissertations from Education and Human Sciences, College of the College of Education and Human Sciences (CEHS) 7-2013 Profiles of Productive Educational Psychologists Melissa M. Patterson Hazley University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/cehsdiss Part of the Educational Psychology Commons, and the Social and Behavioral Sciences Commons Patterson Hazley, Melissa M., "Profiles of Productive Educational Psychologists" (2013). Public Access Theses and Dissertations from the College of Education and Human Sciences. 190. https://digitalcommons.unl.edu/cehsdiss/190 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Public Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Profiles of Productive Educational Psychologists By Melissa Patterson Hazley A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: Educational Psychology Under the supervision of Professor Ken Kiewra Lincoln, Nebraska July, 2013 PROFILES OF PRODUCTIVE EDUCATIONAL PSYCHOLOGISTS Melissa Patterson Hazley, M.A. University of Nebraska, 2013 Advisor: Ken Kiewra The present study aims to answer the questions: Who are presently the most productive educational psychologists? How do they accomplish so much? And what advice might they give to young scholars? To identify the most productive educational psychologists, a survey was sent to Division 15 members (educational psychology) of the American Psychological Association.
    [Show full text]
  • How People Learn: Brain, Mind, Experience, and School: Expanded Edition
    THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/9853 SHARE How People Learn: Brain, Mind, Experience, and School: Expanded Edition DETAILS 384 pages | 7 x 10 | PAPERBACK ISBN 978-0-309-07036-2 | DOI 10.17226/9853 AUTHORS BUY THIS BOOK Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council FIND RELATED TITLES Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scientific reports – 10% off the price of print titles – Email or social media notifications of new titles related to your interests – Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. How People Learn: Brain, Mind, Experience, and School: Expanded Edition Copyright National Academy of Sciences. All rights reserved. How People Learn: Brain, Mind, Experience, and School: Expanded Edition Expanded Edition How People Learn Brain, Mind, Experience, and School Committee on Developments in the Science of Learning John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors with additional material from the Committee on Learning Research and Educational Practice M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, editors Commission on Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. Copyright National Academy of Sciences.
    [Show full text]
  • PUB UTE 89 NOTE 121P
    DOCUMENT RESUME ED 314 432 TM 014 213 AUTHOR Pfleiderer, Joanne, Ed. TITLE New Directions for Teacher Assessment. Proceedings of the ETS Invitational Confeke,1,_e (49th, New York, New York, October 29, 1988). INSTITUTION Educational Testing Service, Princeton, N.J. REPORT NC ISBN-0-68685-089-4 PUB UTE 89 NOTE 121p. AVAILABLE FROMEducational Testing Service, Invitational Conference proceedings, Princeton, NJ 08541 ($12.95 if prepaid, $15.95 if not prepaid). PUB TYPE Collected Works Conference Proceedings (021) -- Reports - Evaluative/Feasibility (142) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Beginning Teachers; *Educational Trends; Elementary Secondary Education; Higher Education; *National Programs; Student Teacher Supervisors; Teacher Attitudes; Teacher Certification; 'leacher Education; *Teacher Evaluation IDENTIFIERS Rochester Method ABSTRACT Proceedings of a conference on teacher assessment are presented. A speech accompanying presentations of the 1988 Educational Testing Service Award for Distinguished Service to Measurement and a list of winners of that annual award from 1970 to 1998 are included. The nine papers provided include: (1) "Strengthening the Teachin4 Profession through National Certification" (James A. Kelly); (2) "The Paradox of Teacher Assessment" (Lee S. Shulman); (3) "A New Generation of Tests for Licensing Beginning Teachers" (Carol Anne Dwyer);(4) "Implications of Studies of Expertise in Pedagogy for Teacher Education and Evaluatico" (David C. Berliner); (5)"A Classroom Teacher's View of the Assessment of Teaching" (Claire L. Pelton);(6) "New Directions for the Career of Teaching--The Rochester Experiment" (Adam Urbanski);(7) "Restructuring Teacher Education" (Judith E. Lanier); (8) "The Case for a Supervised Teaching Internship" (Linda Darling-Hammond); and (9) "Will Improving Teacher Assessment Improve the Education of Children?" (P.
    [Show full text]
  • Transfer of Learning Has Been One of the Most Enduring Issues for Scholars, Researchers, and Teachers
    Foreword The Educational Psychology Series is adding a new dimension to its col­ lection of edited volumes. Robert Haskell has authored an exciting new book that will appeal to the educator, to the researcher, and to anyone concerned with how we as human beings cope and adjust to our world. Transfer of Learn­ ing-. Cognition, Instruction, and Reasoning is a creative work with unlimited poten­ tial for impacting the way we view the learning process. Through a unique combination of academic scholarship and an engaging writing style, Robert has written a book that not only challenges current learning theory, but is in­ tuitively appealing to the casual observer of human behavior. Within psychology and education, transfer of learning has been one of the most enduring issues for scholars, researchers, and teachers. Though some academicians have suggested that "transfer is dead," Haskell has provided a frame of reference for a reconstruction of our view of transfer. This exciting new perspective of the transfer process will have an impact, similar to that of Howard Gardner's book Multiple Intelligences, on educational practices in the classroom. Gary D. Phue Series Editor xi Introduction When we have lived any time, and have been accustomed to the uniformity of nature, we acquire a general habit, by which we always transfer the known to the unknown, and conceive the latter to resemble the former. 1 —DAVID HUME, AM Essay Concerning Human Understanding Psychology's first general law should, I suggest, be a law of generalization. —ROGER N. SHEPARD2 Transfer of learning is our use of past learning when learning something new and the application of that learning to both similar and new situations.
    [Show full text]
  • What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics? 1, 2
    What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics? 1, 2 Richard Hake <[email protected]>, Indiana University, Emeritus <http://www.physics.indiana.edu/~hake> Abstract: In this article I: (a) note that psychologists have made outstanding contributions to the Scholarship of Teaching and Learning; (b) bemoan the failure of psychologists to develop a Psychology Concept Inventory; (c) point to evidence from pre/post testing with the Force Concept Inventory for the approximately two-standard-deviation superiority in average pre-to–post-course normalized gains in conceptual understanding for “interactive engagement” over “traditional” passive-student lecture courses; (d) give crucial operational definitions 3 relevant to “c” above; (e) present accolades from biologists, economists, and mathematicians for SoTL in physics; (f) list 14 hard won lessons from SoTL in physics that may be of value to psychologists; (g) contend that APA Style <http://www.apastyle.org/> is so overly prescriptive that, unlike the less prescriptive AIP Style <http://bit.ly/14MRaMY>, it deters rather than enhances coherent presentation of complex material; (h) conclude from all the above that it’s conceivable that psychologists might learn something from SoTL in physics. Key Phrases: concept inventory, interactive engagement, passive-student lecture 1 I. Psychologists’ Contributions to the Scholarship of Teaching and Learning (SoTL) It’s common knowledge that psychologists have made important contributions to the Scholarship of Teaching
    [Show full text]
  • Some Lessons Learned About Teaching, Research, and Academic Disputation
    Some Lessons Learned About teachers after WWII.) I began to read over Teaching, Research, and the next months, fairly quickly beginning to Academic Disputation “get it.” Since my learning at home was accelerating, my parents spoke about my Frederick Erickson situation to the superintendent of schools, whom they knew. He agreed to examine me before school began in the fall. And if I was able to read, I would be allowed to go on to second grade. On a hot day in August I went to his office, he handed me the last of the first grade “Dick and Jane” basal readers, and I read it aloud to him, fluently. Two weeks later I matriculated in second grade and soon became an avid reader, in a trajectory that has continued ever since. My mother was a children’s librarian. My father was a small town businessmen. They were both college graduates, members of local community social networks through which they were acquainted with the school superintendent. And they were White. In addition, my mother possessed very well-developed literacy skills, with a number of years’ I started out in the bottom reading group, professional experience in supporting and so I know what that feels like. In children’s early reading. As a family we September 1947 I was placed in the bottom didn’t have much money but we had a lot of reading group in first grade, in Lake cultural and social capital in a small Wobegon, Minnesota, where I grew up. By community where everybody knew March I still was not learning to read and everybody else, especially in the professional was on schedule to fail first grade.
    [Show full text]
  • Past As Prologue : the National Academy of Education at 50
    PAST AS PROLOGUE The National Academy of Education at 50 Members Reflect Michael J. Feuer, Amy I. Berman, and Richard C. Atkinson, Editors National Academy of Education Washington, DC NATIONAL ACADEMY OF EDUCATION 500 Fifth Street, NW Washington, DC 20001 International Standard Book Number: 978-0-9969495-0-7 Library of Congress Control Number: 2015955319 Additional copies of this report are available from the National Academy of Edu- cation, 500 Fifth Street, NW, Washington, DC 20001; http://www.naeducation. org. Copyright 2015 by the National Academy of Education. All rights reserved. Printed in the United States of America Suggested citation: Feuer, M. J., Berman, A. I., & Atkinson, R. C. (Eds.). (2015). Past as Prologue: The National Academy of Education at 50. Members Reflect. Washington, DC: National Academy of Education. The National Academy of Education advances high quality education research and its use in policy formation and practice. Founded in 1965, the Academy consists of U.S. members and foreign associates who are elected on the basis of outstanding scholarship related to education. Since its establishment, the Academy has undertaken research studies that address pressing issues in education, which are typically conducted by members and other scholars with relevant expertise. In addition, the Academy sponsors professional development fellowship programs that contribute to the preparation of the next generation of scholars. Foreword Fifty years ago American education changed. Congress enacted crit- ical and wide-reaching federal laws, the executive branch demanded the enforcement of revolutionary Supreme Court mandates, and we had finally come to terms with the abomination of racial injustice by passing the Civil Rights Act.
    [Show full text]
  • Nathaniel Gage Papers SC0153
    http://oac.cdlib.org/findaid/ark:/13030/c81j983d No online items Guide to the Nathaniel Gage Papers SC0153 Daniel Hartwig, Jenny Johnson, & Presley Hubschmitt Department of Special Collections and University Archives October 2010 Green Library 557 Escondido Mall Stanford 94305-6064 [email protected] URL: http://library.stanford.edu/spc Note This encoded finding aid is compliant with Stanford EAD Best Practice Guidelines, Version 1.0. Guide to the Nathaniel Gage SC0153 1 Papers SC0153 Language of Material: English Contributing Institution: Department of Special Collections and University Archives Title: Nathaniel Gage papers creator: Gage, N. L. (Nathaniel Lees) source: Gage, N. L. (Nathaniel Lees) Identifier/Call Number: SC0153 Physical Description: 107 Linear Feet Date (inclusive): 1940-2008 Abstract: Correspondence, drafts, and notes related to non-Stanford professional activities; teaching materials and departmental files; student files kept by Gage regarding his graduate students; SCRDT administrative records as well as files of scholars, conferences, associations, labs and publishers; organizations represented include American Psychological Association, American Council on Education, American Educational Research Association, and the National Society for the Study of Education. Also includes correspondence, memos, and minutes, 1983-1989, pertaining to the journal TEACHING AND TEACHER EDUCATION. Special Collections and University Archives materials are stored offsite and must be paged 48 hours in advance. For more information on paging collections, see the department's website: http://library.stanford.edu/spc. Immediate Source of Acquisition note Gift of Nathaniel Gage, 1976-2010. Information about Access Materials are open for research use. Audio-visual materials are not available in original format, and must be reformatted to a digital use copy.
    [Show full text]
  • Development and Learning
    Session 2 Learning As We Grow: Development and Learning Developed by Linda Darling-Hammond, Suzanne Orcutt, and Melissa Cheung With Contributions From James Comer, M.D. Stanford University School of Education I. Key Questions and Learning Objectives Key Questions • How do children develop and learn? • How can teachers support students’ development and learning? Learning Objectives • Pathways for development—Teachers will understand that students develop along several developmental pathways, all of which interact and play a part in students’learning. Teachers will learn how they can enhance learning by observing their students and supporting their development across these pathways. • Developmental progression—Teachers will understand that development progresses sequentially, that teaching is more effective when it is appropriate to students’ developmental stages and within their “zones of proximal development,” and that development can be supported by teaching. • Assessing and supporting readiness—Teachers will begin to recognize students’ developmental signs of readiness across the different pathways. Teachers will understand the need to assess students’ current levels of skill and understanding to make decisions about what students are ready to learn and how they can best be taught. The Learning Classroom - 31 - Session 2 II. Session Overview As a teacher, you are really an instrument of learning. You can help the child grow in all the develop- mental pathways. That growth is what makes academic learning most possible. If you understand this, you will find all kinds of opportunities to help children grow and develop and learn what it takes to be successful in school and as an adult. —James P. Comer, M.D.
    [Show full text]