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Honorary Doctor of Humane Letters, University of Connecticut, 2004 Honorary
Doctor of Education, University of Redlands, 2002 Asa G. Hilliard Award for Outstanding Achievement in Racial Justice and Education Equity, National Summit for Courageous Conversations, 2008 Fellow, American Educational Research Association, for Excellence in Scholarship, 2008 Charles W. Eliot Award for Outstanding Contributions to Education, New England Association of Schools and Colleges, 2007 Margaret B. Lindsey Award for Distinguished Research in Teacher Education, American Association of Colleges for Teacher Education, 2007 Brown Invitational Lecture, American Educational Research Association, 2006 Pomeroy Award (with John Bransford, on behalf of the National Academy of Education’s Committee on Teacher Education for Preparing Teachers for a Changing World), American Association of Colleges for Teacher Education, 2006 Horace Mann League, Outstanding Educator Award, American Association of School Administrators, 2005 Founder’s Award, National Commission
on African American Education,
2003 National Staff Development Council Advisory Panel, 2007-present Council of Chief State School Officers Formative Assessment Advisory Group, 2006-present Alliance for Excellent Education, Board member, 2005-present National Commission on Teaching and America’s Future, Board member, 2001-present Southeast Center for Teaching Quality, Advisory Board, 2001-present Co-Chair, National Academy of Education, Committee on Teacher Education, 2000-present National Academy of Science, National Research Council Panel on Teacher Testing, 2000-2001 Bay Area Coalition of Essential Schools, Honorary Board, 2000 - present Foothill College, Center for Innovation, Advisory Board, 2000 - present Co-Chair, California Professional Development Task Force, California Department of Education, 2000-01 Aspiring Principals Program, Advisory Board, 2000 – present George Lucas Education Foundation, Advisory Board, 2000 – present Resource Area For Teachers, Advisory Board, 2000 – present Disney Learning Partnership, Advisory Council, 1999 - present San Francisco Exploratorium, International Advisory Council, 1998 - 2004 Technical Review Panel for the Schools and Staffing Survey (SASS), U.S. Department of Education, 1997 - 2000 Frederick D. Patterson Research Institute Advisory Committee, 1996 – present College Board Advisory Committee for Research and Development, 1996 – present Center for Policy Research in Education, Advisory Board, 1996 - 2000 National Academy of Education Executive Board, 1995 - 1998 President, American Educational Research Association, 1995 - 1996; Executive Board, 1994 - 1997 National Board for Professional Teaching Standards, Member, 1991 - 1997; Executive Committee, 1993 - 1995 Chair, New York State Curriculum and Assessment Council, l99l - 1995 Chair, Council of Chief State School Officers, Interstate New Teacher Assessment and Support Consortium, Standards Drafting Panel, l99l - 1998 Carnegie Foundation for the Advancement of Teaching, Board of Trustees, 1995 - 2002 National Foundation for the Improvement of Education, Board of Directors, l99l - 1993 and 1995 - 2000 Recruiting New Teachers, Board of Directors, l99l - 1998 The College Board, Equity 2000, Member, National Advisory Commission, 1993 - present Carnegie Corporation Task Force on Learning in the Primary Grades, Member, 1994 - 1998 Spencer Foundation, Member, Board of Directors, 1992 - 1994 Spencer Postdoctoral Fellowship Committee Member, The National Academy of Education, 1992 - 1994 Pew Forum on K - 12 Education Reform, Member, 1991 – 2002 National Education Goals Panel Advisory Committee Resource Group, 1991 - 1993 Carnegie Commission Task Force on K-12 Mathematics and Science Education, Advisory Council Member, 1991 National Advisory Board, National Center for Research on Evaluation, Standards, and Student Testing, l99l - 1995 Editor, Review of Research in Education, l99l - l994 Center for Collaborative Education, Advisory Board, l990 - present Center on Organization and Restructuring of Schools, National Advisory Panel, l990 - 1993 American Association of Colleges for Teacher Education, Committee on the Professional Knowledge Base, 1989 - 1997 American Federation of Teachers, Education for Democracy, International Board of Sponsors, 1989-1990 National Board for Professional Teaching Standards, Research and Development Advisory Panel, 1989 - 1991 Carnegie Corporation, "Our Children's Future" Project, Advisory Panel, 1989 - 1991 American Educational Research Association, Council Member-at-Large and Executive Board Member, 1988 - 1991 Edna McConnell Clark Foundation, Advisory Panel, Program for Disadvantaged Youth, 1988 - present Institute for Educational Leadership, Program Advisory Committee, 1988-1989 American Association for the Advancement of Science, Forum for School Science Advisory Board, 1985 - 1988 National Center for the Study of Teacher Education, Advisory Board, 1986 - 1990 Study Group on the National Assessment of Student Achievement, appointed by U.S. Secretary of Education, 1986 - 1987 Commission on Excellence in Teaching, Montgomery County Public Schools, 1985 - 1987 President and Chair, Board of Directors, The Children's Community School of Takoma Park, 1982 - 1983 Advisory Panel, Rockefeller Foundation Research Fellowship Program for Minority Scholars, 1982 - 1983 Board of Directors, Chicano Education Project, 1981 - 1982
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Teachers College, Columbia University Publications
Books Powerful Learning: What we Know about Teaching for Understanding (with Brigid Barron, P. David Pearson, Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson). San Francisco: Jossey-Bass, 2008 (in press). Powerful Teacher Education: Lessons from Exemplary Programs (in collaboration with Letitia Fickel, Maritza Macdonald, Kay Merseth, Lynne Miller, Gordon Ruscoe, David Silvernail, Jon Snyder, Betty Lou Whitford, Kenneth Zeichner). San Francisco: Jossey-Bass. Instructional Leadership for Systemic Change: The Story of San Diego’s Reform (with Amy M. Hightower, Jennifer L. Husbands, Jeannette R. LaFors, Viki M. Young, and Carl Christopher). Lanham, MD: Scarecrow Education Press, 2005. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (Editor, with John Bransford). San Francisco: Jossey-Bass, 2005. Recipient of the Pomeroy Award, American Association of Colleges for Teacher Education, 2006. A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve (Editor, with Joan Snowden). San Francisco: Jossey-Bass, 2005. Learning to Teach for Social Justice (Editor, with Jennifer French
and Silvia Paloma Garcia-Lopez). NY: Teachers College Press, 2002. _____________________________________________________________________ Monographs High Schools for Equity: Policy Supports for Student Learning in Communities of Color (with Diane Friedlaender). Stanford, CA: School Redesign Network at Stanford University, 2007. Recognizing and Enhancing Teacher Effectiveness: A Policy Maker’s Guide. Washington, DC: Council for Chief State School Officers, 2007. Influences of National Board Certification on Teachers’ Classroom Assessment Practices (with J. Myron Atkin, Mistilina Sato, and Ruth Chung Wei). Stanford, CA: Stanford University, 2007. Preparing School Leaders for a Changing World: Lessons from Exemplary Programs (with Michelle LaPointe, Debra Meyerson, Margaret Orr, and Carol Cohen). Stanford, CA: Stanford Educational Leadership Institute, 2007. Preparing School Leaders for a Changing World: Executive Summary (with Michelle LaPointe, Debra Meyerson, and Margaret Orr). Stanford, CA: Stanford Educational Leadership Institute, 2007. Preparing School Leaders for a Changing World: Case Studies of Exemplary Programs (with Michelle LaPointe and Debra Meyerson). Stanford, CA: Stanford Educational Leadership Institute, 2007. Standards, Assessments, and Educational Policy: In Pursuit of Genuine Accountability. Eighth Annual William H. Angoff Memorial Lecture. Princeton, NJ: Educational Testing Service, 2006. Building Instructional Quality: “Inside-Out” and “Outside-In” Perspectives on San Diego’s School Reform (with Amy M. Hightower, Jennifer L. Husbands, Jeannette R. LaFors, Viki M. Young, & Carl Christopher). Seattle, WA: Center for the Study of Teaching and Policy, University of Washington, 2003. Wanted: A National Manpower Policy for Education (with Gary Sykes).
Denver, CO: Education Commission of the States, 2003. http://www.ecs.org/clearinghouse/46/34/4634.doc. _____________________________________________________________________ Book Chapters “Studying Teacher Effectiveness: The Challenges of Developing Valid Measures” (with Jack Dieckmann, Edward Haertel, Rachel Lotan, Xiaoxia Newton, Sandy Philipose, Eliza Spang, Ewart Thomas, and Peter Williamson). In Geoffrey Walford and Eric Tucker (eds.), The Handbook of Measurement: How social scientists generate, modify, and validate indicators and scales. Sage Publications. “Teaching and the Change Wars: The Professionalism Hypothesis.” In Michael Fullan & Andy Hargreaves (eds.), The Change Wars (in press). “Defining and Debating Teacher Quality: What is an Effective Teacher?” In Thomas L. Good (ed.), 21st Century Education: A Reference Handbook, Sage Publications (in press). “Knowledge for Teaching: What do We Know?” In Marilyn Cochran-Smith, Sharon Feiman-Nemser, & D. John McIntyre (ed.s), Handbook of Research on Teacher Education, 3rd edition, pp. 1316-1323. NY: Routledge, 2008. “Structured for Failure: Race, School Resources, and Student Achievement.” In Hazel Marcus and Paula Moya (eds.) (in press). “Keeping the promise: The role of policy in reform” (with Kenneth Montgomery). In L. Dingerson, B. Miner, B. Peterson, & S. Waters (eds.), Keeping the promise? The debate over charter schools, pp. 91-110. Milwaukee: Rethinking Schools, 2008. “Reshaping Teaching Policy, Preparation, and Practice: Influences of the National Board for Professional Teaching Standards.” In John Hattie and Lawrence Ingvarson (eds.), Assessing Teachers For Professional Certification: The National Board for Professional Teaching Standards, pp. 25-54, Emerald Press, 2008. “Improving High Schools and the Role of No Child Left Behind.” In Gail Sunderman (ed.), Holding NCLB Accountable: Achieving Accountability, Equity, and School Reform, pp. 153-172. Thousand Oaks, CA: Corwin Press, 2008. “Building a System for Powerful Teaching and Learning.” In Bob Wehling and Carri Schneider (eds.) Building a 21st Century U.S. Education System, pp. 63-72. Washington, DC: National Commission on Teaching and America’s Future, 2007. “Constructing 21st Century Teacher Education.” In John Freeman-Moir and Alan Scott (eds.), Shaping the Future: Critical Essays on Teacher Education, pp. 197-216. Rotterdam: Sense Publishers, 2007. “Educational Quality and Equality: What It Will Take to Leave No Child Behind.” In Brian D. Smedley and Alan Jenkins (eds.), All Things Being Equal: Instigating Opportunity at an Inequitable Time, pp. 39-78. NY: The New Press, 2007. “Images of Teaching: Cultivating a Moral Profession.” In David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla (eds.), A Life in Classrooms: Philip W. Jackson and the Practice of Education, pp. 16-34. NY: Teachers College Press, 2007. “For-Profit Schooling: Where’s the Public Good?” In The Last Word: The Best Commentary and Controversy in American Education, pp. 211-214. San Francisco: Jossey-Bass, 2007. “Standards, Accountability, and School Reform.” In Christine Sleeter (ed.),Facing Accountability in Education: Democracy and Equity at Risk, pp. 78-111. NY: Teachers College Press, 2007. “Countering Aggressive Neglect: Transforming Education in the Wake of Katrina.” In Sharon Robinson & M. Christopher Brown, II (eds.), The Children Hurricane Katrina Left Behind: Schooling Contexts, Professional Preparation, and Community Politics. Peter Lang Publishing, in press. “Building instructional quality: ‘Inside-out’ and ‘Outside-in’ perspectives on San Diego’s school reform (with Amy Hightower, Jennifer Husbands, Jeannette LaFors, Viki M. Young, and Carl Christopher). In Alma Harris & Janet Chrispeels (ed.), Improving schools and educational systems: International perspectives, pp. 129-185. NY: Routledge, 2006. “Urban Teaching: Strategies for Quality.” In John Simmons (ed.), Breaking Through: Transforming Urban School Districts. NY: Teachers College Press, 2006. “The Consequences of Student Testing for Teaching and Teacher Quality” (with Elle Rustique-Forrester). In Joan Herman and Edward Haertel (eds.) The Uses and Misuses of Data in Accountability Testing. The 104th Yearbook of the National Society for the Study of Education, Part II, pp. 289-319. Malden, MA: Blackwell Publishing, 2005. “Educating Teachers for Developmentally Appropriate Practice” (with Frances Degen Horowitz and John Bransford). In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do, pp. 88-125. San Francisco: Jossey-Bass, 2005. “Educational Goals and Purposes: Developing a Curricular Vision for Teaching” (with James Banks, Karen Zumwalt, Louis Gomez, Miriam Gamoran Sherin, Jacqueline Griesdorn, and Lou-Ellen Finn). In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do, pp. 169-200. San Francisco: Jossey-Bass, 2005. “Classroom Management” (with Pamela LePage and Hanife Akar). In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do, pp. 327-257. San Francisco: Jossey-Bass, 2005. “How Teachers Learn and Develop” (with Karen Hammerness & John Bransford). In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do, pp. 358-389. San Francisco: Jossey-Bass, 2005. “The Design of Teacher Education Programs” (with Karen Hammerness). In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do, pp. 390-441. San Francisco: Jossey-Bass, 2005. “Implementing Curriculum Renewal in Teacher Education: Managing Organizational and Policy Change” (with Arturo Pacheco, Nicholas Michelli, Pamela LePage, and Karen Hammerness). In Linda Darling-Hammond and John Bransford (eds.), Preparing teachers for a changing world: What teachers learn learn and be able to do, pp. 442-479. San Francisco: Jossey-Bass, 2005. “New Standards and Old Inequalities: School Reform and the Education of African American Students. In Joyce E. King (ed.), Black Education: A Transformative Research and Action Agenda for the New Century, pp. 197-223. Mahwah, NJ: Lawrence Erlbaum, 2005. “A Teacher Supply Policy for Education: How to Meet the ‘Highly Qualified Teacher’ Challenge” (with Gary Sykes). In Noel Epstein (ed.), Who’s in Charge Here? The Tangled Web of School Governance and Policy, pp. 164-227. Washington, DC: Brookings Institution Press, 2004. “From ‘Separate but Equal’ to ‘No Child Left Behind’: The Collision of New Standards and Old Inequalities.” In Deborah Meier and George Wood (eds.), Many Children Left Behind. NY: Beacon Press, 2004. “Schools that Work for All Children.” In Carl Glickman
(ed.), Letters to the Next President: What we can do about the Real
Crisis in Public Education, pp. 239-254. NY: Teachers College Press,
2004. _____________________________________________________________________ Articles “Influences of National Board Certification on Teachers’ Classroom Assessment Practices” (with Mistilina Sato and Ruth Chung Wei). American Educational Research Journal (in press). “Creating Excellent and Equitable Schools” (with Diane Friedlaender), Educational Leadership, Vol. 65, No. 8 (May 2008), pp. 14-21. “Educating teachers: How they do it abroad.” Time Magazine, Vol. 171, No. 8 (February 25, 2008), p. 34. http://www.time.com/time/magazine/article/0,9171,1713557,00.html “Securing the Right to Learn: The Quest for an Empowering Curriculum for African American Citizens” (with Joy Williamson and Maria E. Hyler), Journal of Negro Education, Vol. 76, No. 3 (Summer 2007), pp. 281-296. “Point of View: We Need to Invest in Math and Science Teachers,” Chronicle of Higher Education, Vol. 54, Issue 17 (2007), page B20. “No Child Left Behind: Changing the Way We Think about Learning,” San Francisco Chronicle, October 14, 2007, p. E3. ‘The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future,” Educational Researcher, Vol. 36, No. 6 (August/September, 2007), pp. 318-334. “Paying the Educational Debt: What It Would Really Take to Leave No Child Behind,” Focus (September/October 2007). “Race, Inequality, and Educational Accountability: The Irony of ‘No Child Left Behind,’” “The Road Ahead: A Future Vision of the New Teacher,” Journal of Staff Development, Vol. 28, No. 3 (Summer 2007), pp. 25-26. “Evaluating No Child Left Behind,” The Nation, Vol. 284, No. 20 (May 21, 2007), pp. 11-18. “Recognizing and Enhancing Teacher Effectiveness,” Professional Voice, Vol. 5, No. 2 (Spring 2007), pp. 39-43. “A Marshall Plan for Teaching: What it Will Really Take to Leave No Child Behind,” Education Week Commentary, Vo. 26, No. 18 (January 10, 2007), pp. 48, 28. “Construindo Sistemas de Controle em Escolas Urbanas,” (Creating Accountability in Big City Schools), Avaliacao Educacional, Vol. 17, No. 35 (Set./ Dez. 2006), pp. 7-48. “No Child Left Behind and High School Reform,” Harvard Educational Review, Vol. 76, No. 4 (Winter 2006), pp. 642-667. http://www.edreview.org/harvard06/2006/wi06/w06darli.htm “Highly Qualified Teachers for All” (with Barnett Berry). Educational Leadership, Vol 64, No. 3 (November 2006), pp. 14-20. “Securing the Right to Learn: Policy and Practice for Powerful Teaching and Learning,” Educational Researcher, Vol. 35, No. 7 (October 2006), pp. 13-24. “Constructing Twenty-first Century Teacher Education,” Journal of Teacher Education, Vol. 57, No. 3 (May-June, 2006), pp. 300-314. “If they’d only do their work!” (with Olivia Ifill-Lynch). Educational Leadership, Vol. 63, No. 5 (February 2006), pp. 8-13. “Constructing Twenty-first Century Teacher Education,” Journal of Teacher Education, Vol. 57, No. 3 (May-June, 2006), pp. 300-314. “Assessing teacher education: The usefulness of multiple measures for evaluating program outcomes,” Journal of Teacher Education, Vol. 57, No. 1 (January-February, 2006), pp. 1-19. “Teaching as a profession: Lessons in teacher preparation and professional development,” Phi Delta Kappan, Vol. 87, No. 3 (November 2005), pp. 237-240. Reprinted in The Education Digest. “Q & A: Preparing Tomorrow’s Teachers,” Northwest Education, Vol. 1, No. 1 (Fall 2005), pp. 18-19. “Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness” (with Deborah Holtzman, Su Jin Gatlin, and Julian Vasquez Heilig). Education Policy Analysis Archives, Vol. 13, No. 42 (2005). http://epaa.asu.edu/epaa/v13n42/. “What Does It Take to Graduate? What's in a test?” San
Francisco Chronicle, Open Forum, June 28, 2005, p. B-7. “State hasn't done its homework on high school exit exams” (with Elle Rustique-Forrester), San Jose Mercury News, June 21, 2005. http://www.mercurynews.com/mld/mercurynews/news/opinion/11946389.htm7. “Educating the New Educator: Teacher Education and the Future of Democracy,” The New Educator, Vol. 1, No. 1 (January-March, 2005), pp. 1-17. “Inequality and the Right to Learn: Access to Qualified Teachers in California’s Public Schools,” Teachers College Record, Vol. 106, No. 10, (October 2004), pp. 1936-1966. “The Color Line in American Education: Race, Resources, and Student Achievement,” W.E.B. DuBois Review: Social Science Research on Race, Vol. 1, No. 2 (2004), pp. 213-246. “Standards, Accountability, and School Reform,” Teachers College Record, Vol.. 106, No. 6 (June 2004), pp. 1047-1085. “Meeting the ‘Highly Qualified Teacher’ Challenge” (with Gary Sykes), Teacher Education in Practice, Vol. 16, No. 4 (Winter 2003), pp. 331-354. “'Steady Work’: The Ongoing Redesign of the Stanford Teacher Education Program,” Educational Perspectives, Vol. 36, No. 1-2 (2003), pp. 8-19. “Access to Quality Teaching: An Analysis of Inequality in California’s Public Schools,” Santa Clara Law Review, Vol. 43 (2003), pp. 101-239. “Wanted: A National Teacher Supply Policy for Education: The right way to meet the ‘highly qualified teacher’ challenge” (with Gary Sykes), Educational Policy Analysis Archives, Vol. 11, No. 33 (September 2003). http://epaa.asu.edu/epaa/v11n33/. “Keeping Good Teachers: Why it Matters, What Leaders can Do,” Educational Leadership, Vol. 60, No. 8 (May 2003), pp. 6-13. “Restructuring Big Schools: Leading and Staffing New or Redesigned Schools,” National Commission on Teaching and America’s Future Website. “Standards and assessments: Where We Are and What We Need,” Teachers College Record, # 11109 (2/16/2003). http://www.tcrecord.org. [Cited as “most read” article by Teachers College Record in 2004 and 2005.] “Defining ‘Highly Qualified Teachers:’ What does ‘Scientifically-Based Research’ Actually Tell Us? (with Peter Youngs). Educational Researcher, Vol. 31, No. 9 (December 2002), pp. 13-25. “Lesson One: Training Counts,” Los Angeles Times, Op-Ed, September 1, 2002. Reprinted in California Public Employee Relations Journal, No. 157 (December 2002), pp.16-19. “Reinventing High School: Outcomes of the Coalition Campus School Project” (with Jacqueline Ancess and Susanna Wichterle Ort). American Educational Research Journal, Vol. 39, No. 3 (Fall 2002), pp.639-673. “Variation in teacher preparation: How well do different pathways prepare teachers to teach?” (with Ruth Chung and Fred Frelow). Journal of Teacher Education, Vol. 53, No. 4 (September/October 2002), pp. 286-302. “Research and rhetoric on teacher certification: A response to ‘Teacher Certification Reconsidered,’" Education Policy Analysis Archives, 10 (36). (September, 2002). http://epaa.asu.edu/epaa/v10n36.html. Guest editor for special issue of Teaching Education, Volume 13, No. 2 (August 2002): The Pedagogy of Case Writing in Teacher Education (with Karen Hammerness). “Toward a Pedagogy of Cases in Teacher Education” (with Karen Hammerness). Teaching Education, Vol. 13, No. 2 (August 2002), pp. 125-135. “Toward Expert Thinking: How Curriculum Case Writing Prompts the Development of Theory-Based Professional Knowledge in Student Teachers” (with Karen Hammerness and Lee Shulman). Teaching Education, Vol. 13, No. 2 (August 2002), pp. 221-245. Guest editor for special issue of Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002): Evaluating Teacher Education. “Evaluating Teacher Education,” Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002), pp. 3-16. “Meeting Old Challenges and New Demands: The Redesign of the Stanford Teacher Education Program” (with Karen Hammerness). Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002), pp. 17-30. “Perceptions of Preparation: Using Survey Data to Assess Teacher Education Outcomes” (with Melissa Eiler and Alan Marcus). Issues in Teacher Education, Vol. 11, No. 1 (Spring 2002), pp. 65-84. “Steady Work: The Story of Connecticut’s School Reform,” (with Suzanne Wilson and Barnett Berry), American Educator, Fall 2001, pp. 34-39, 48. “New Standards and Old Inequalities: School Reform and the Education of African-American Students,” Journal of Negro Education, Vol. 69, No. 4 (Fall 2001), pp. 263- 287. "Does Teacher Certification Matter? Evaluating the Evidence," (with Barnett Berry and Amy Thoreson), Educational Evaluation and Policy Analysis, Vol. 23, No. 1 (Spring 2001), pp. 57-77. "The Challenge of Staffing Our Schools," Educational Leadership, Vol. 58, No. 8 (May 2001), pp. 12-17. “Teacher Testing and the Improvement of Practice,” Teaching Education, Vol. 12, No. 1 (Spring 2001), pp. 11-34. "Educating Teachers for California's Future," (with Jeanette LaFors and Jon Snyder), Teacher Education Quarterly, Vol. 28, No.1 (Winter 2001), pp. 9-55. “Futures of Teaching in American Education,” Journal of Educational Change, Vol. 1, No. 4 (December 2000), pp. 353-373. “Authentic Assessment of Teaching in Context,” (with Jon Snyder), Teaching and Teacher Education, Vol. 16, No. 5-6 (August 2000), pp. 523-545. “How Teacher Education Matters,” Journal of Teacher Education, Vol. 51, No. 3 (May/June 2000), pp.166-173. "How Teaching Knowledge Matters," Thinking K-16, Vol. 4, No. 1 (Spring 2000), p. 20. “Greater Expectations for Student Learning: The Missing Connections,” Liberal Education, Vol. 86, No. 2 (Spring 2000), pp. 6-13. “Teaching for America’s Future: National Commissions and Vested Interests in an Almost Profession,” Educational Policy, Vol. 14, No. 1 (January - March 2000), pp. 162-183. “Reforming Teacher Preparation and Licensing: Debating the Evidence,” Teachers College Record, Vol. 102, No. 1 (February 2000), pp. 28-56. “Teacher Quality and Student Achievement,” Educational Policy Analysis Archives, Vol. 8, No. 1 (January 2000). http://epaa.asu.edu/epaa/v8n1. "Teaching for America's Future: A Progress Report for the Millennium," Congressional Program, Vol. 15, No. 1 (January 2000), pp. 53-66. “Making Relationships between Standards, Frameworks, Assessment, Evaluation, Instruction, and Accountability,” Asilomar, #21, (November 1999), pp.1-7. "Recruiting Teachers for the 21st Century: The Foundation for Educational Equity," (with Barnett Berry), The Journal of Negro Education, Vol. 68, No. 3 (Summer 1999), pp. 254-279. "Teacher Education: Rethinking Practice and Policy." Unicorn: Journal of the Australian College of Education, Vol. 25, No. 1 (April 1999), pp. 30-48. "Target Time Toward Teachers," Journal of Staff Development, Vol. 20, No.2 (Spring 1999), pp. 31-36. "Educating Teachers: The Academy's Greatest Failure or It's Most Important Future?" Academe, Vol. 85, No.1 (January-February 1999). Excerpted in Education Digest, Vol. 64, No. 9 (May 1999), pp. 18-23. "Learning to Teach in the 21st Century," Principal, Vol. 78, No. 1 (September 1998), pp. 23-25. "Alternatives to Grade Retention," The School Administrator, Vol. 55, No. 7 (August 1998), pp. 18-21. Excerpted in Education Digest, Vol. 64, No. 3, (November 1998), pp. 48-53. "Investing in Teaching: The Dividend is Student Achievement," (with Barnett Berry), Education Week Commentary (May 27, 1998), pp. 48 and 34. "Why We Need to Become Inventors of Systems with Powerful Pedagogy," Quality Network News, Vol. 8, No. 2, (March/April 1998), pp. 2-3. "Rethinking the Allocation of Teaching Resources: Some Lessons From High-Performing Schools" (with Karen Hawley Miles), Educational Evaluation and Policy Analysis, Vol. 20, No. 1 (Spring 1998), pp. 9-29. "Unequal Opportunity: Race and Education," Brookings Review, Vol. 16, No. 2 (Spring 1998), pp. 28-32. "Standards for Assessing Teaching Effectiveness Are Key: A Response to Schalock, Schalock, and Myton," Phi Delta Kappan, Vol. 79, No. 6 (February 1998), pp. 471-472. "Teacher Learning That Supports Student Learning," Educational Leadership, Vol. 55, No. 5 (February 1998), pp. 6-11. Excerpted in Edutopia, (Spring 1999), pp. 3-5. "Teachers and Teaching: Testing Policy Hypotheses From a National Commission Report," Educational Researcher, Vol. 27, No. 1 (January-February 1998), pp. 5-15. "Using Standards and Assessments to Support Student Learning," (with Beverly Falk), Phi Delta Kappan, Vol. 79, No. 3 (November 1997), pp. 190-199. "Quality Teaching: The Critical Key to Learning," Principal, Vol. 77, No. 1 (September 1997), pp. 5-11. Excerpted in Education Digest, Vol. 63, No. 3 (November 1997), pp. 4-9. "The Quality of Teaching Matters Most," Journal of Staff Development, Vol. 18, No. 1 (Winter 1997), pp. 38-41. "School Reform at the Crossroads: Confronting the Central Issues of Teaching," Educational Policy, Vol. 11, No. 2 (June 1997), pp. 151-166. “What Matters Most: Investing in Teaching," The School Administrator, Vol. 54, No. 3 (March 1997), p. 44. “Governance: Creating Policy for Accountable Schools," State Education Leader, Vol. 14, No. 3 (Fall 1996), pp. 29-31. “What Matters Most: A Competent Teacher for Every Child," Phi Delta Kappan, Vol. 78, No. 3 (November 1996), pp. 193-200. Excerpted in "What Matters Most: Getting Serious about Standards," Teacher-To-Teacher. Vol. 5, No. 3 (September 1997), pp. 2-3. "Professionalizing New York's Teachers will Benefit Students," New York School Boards, (November 25, 1996), pp. 18-19. “The Right to Learn and the Advancement of Teaching: Research, Policy and Practice for Democratic Education," Educational Researcher, Vol. 25, No. 6 (August/September 1996), pp. 5-17. “The Quiet Revolution: Rethinking Teacher Development," Educational Leadership, Vol. 53, No. 6 (March 1996), pp. 4-10. "Mapping a Blueprint for a Profession," Taft Institute News, Vol. 1, No. 3 (Spring 1995), pp. 1-2. “Cracks in the Bell Curve: How Education Matters," Journal of Negro Education, Vol. 64, No. 3 (Summer 1995), pp. 340-353. "School Restructuring for Student Success," Daedalus, Special Issue: American Education: Still Separate, Still Unequal. Vol. 124, No. 4 (Fall 1995), pp. 153-162. Reprinted in A.H. Halsey, Hugh Lauder, Phillip Brown, and Amy Stuart Wells (eds.) Education: Culture, Economy, and Society, Oxford, UK and New York: Oxford University Press, 1997, pp. 333-337. "Policies that Support Professional Development in an Era of Reform" (with Milbrey McLaughlin), Phi Delta Kappan, Vol. 76, No. 8 (April 1995), pp. 597-604. "Rethinking Teacher Leadership through Professional Development Schools," (with Marcella L. Bullmaster and Velma L. Cobb), The Elementary School Journal, Vol. 96, No. 1 (September 1995), pp. 87-106. "Changing Conceptions of Teaching and Teacher Development," Teacher Education Quarterly, Vol. 22, No. 4 (Fall 1995), pp. 9-26. "The School and the Democratic Community," Record in Educational Leadership, Vol. 15, No. 2 (Spring/Summer 1995), pp. 35-41. "Who will Speak for the Children? How 'Teach for America' Hurts Urban Schools and Students," Phi Delta Kappan, Vol. 76, No. 1 (September 1994), pp. 21-34. "National Standards and Assessments: Will they Improve Education?" American Journal of Education, Vol. 102 (August 1994), pp. 478-510. "Performance-Based Assessment and Educational Equity," Harvard Educational Review, Vol. 64, No. 1 (Spring 1994), pp. 5-30. "21st Century Schools: If The Schools of the Future are Going to Bear Lasting Fruit, Teachers Will Have to Have Much More Influence," The Virginia Journal of Education, Vol. 87 (March 1994), pp. 6-13. Excerpted in Education Digest, Vol. 60, No. 1 (September 1994), pp. 4-8. "Setting Standards for Students: The Case for Authentic Assessment," NASSP Bulletin, Vol. 77, No. 556 (November 1993), pp. 18-27. Reprinted in The Educational Forum, Vol. 59, No. 1 (Fall 1994), pp. 14-21. Also reprinted in Robin Fogarty (ed.), Student Portfolios: A Collection of Articles, pp. 5-16. Palatine, IL: IRI Skylight Training and Publishing, 1996. "Reframing the School Reform Agenda: Developing Capacity for School Transformation," Phi Delta Kappan, Vol. 74, No. 10 (June 1993), pp. 753-761. 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