The right to learn : a blueprint for creating schools that work

Title:

Author:

Darling-Hammond, Linda, 1951-

ISBN:

9780787902612

9780787959425

Personal Author:

Darling-Hammond, Linda, 1951-

Edition:

1st ed.

Publication Information:

San Francisco : Jossey-Bass, c1997.

Physical Description:

xx, 394 p. : ill. ; 24 cm.

Series:

Jossey-Bass education series

Series Title:

Jossey-Bass education series

Contents:

The right to learn -- The limits of the education bureaucracy -- What matters for teaching -- Teaching and learning for understanding -- Structuring learner-centered schools -- Staffing schools for teaching and learning -- Creating standards without standardization -- Ensuring access to knowledge -- Building democratic profession of teaching -- Conclusion.

Subject Term:

School management and organization -- United States.

Okul yönetimi ve örgütü -- ABD .

Educational change -- United States.

Eğitimde değişiklik -- ABD .

Education and state -- United States.

Eğitim ve devlet -- ABD .

Learning.

Öğretim

Teaching -- United States.

Öğretim -- ABD .

Electronic Access:

Table of contents http://www.loc.gov/catdir/toc/onix06/97004736.html

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Library	Material Type	Item Barcode	Shelf Number	Status
Searching... Pamukkale Central Library	Book	0021131	LB2805.D16 1997	Searching... Unknown

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Summary

This title stresses the urgent need for structural reform within the U.S. public school system. "If only I could get every American who claims to be concerned about our schools to read this thoroughly readable, and brilliant book." -Deborah Meier, author of The Power of Their Ideas

Author Notes

Linda Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University and executive director of the National Commission on Teaching and America's Future

Reviews (1)

Library Journal Review

Darling-Hammond (education, Columbia Univ.) plants herself squarely in the middle of what is fast becoming a significant school reform debate among such folks as E.D. Hirsch (The Schools We Need and Why We Don't Have Them, LJ 10/1/96) and Philip Schlechty (Inventing Better Schools, Jossey-Bass, 1996). While Hirsch concentrates on educational objectives and Schlechty focuses on the knowledge work of students, Darling-Hammond's approach relies on restructuring the basic dynamics of schooling: teacher-student relations, professionalism, and school administration. Her argument is compelling because it relies on years of observation of several such restructured schools. The book's major strength is the author's comprehensive reform goals, which address practically every impediment to structural change. Essential for education collections.Jessica George, Illinois State Univ. Lib., Normal (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Preface	p. xi
Acknowledgments	p. xvii
The Author	p. xix
1 The Right to Learn	p. 1
2 The Limits of the Education Bureaucracy	p. 37
3 What Matters for Teaching	p. 69
4 Teaching and Learning for Understanding	p. 96
5 Structuring Learner-Centered Schools	p. 148
6 Staffing Schools for Teaching and Learning	p. 177
7 Creating Standards Without Standardization	p. 210
8 Ensuring Access to Knowledge	p. 261
9 Building a Democratic Profession of Teaching	p. 293
10 Conclusion: An Agenda for Re-Creating Public Education	p. 330
References	p. 339
Name Index	p. 377
Subject Index	p. 385

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Summary

Summary

Author Notes

Reviews (1)

Library Journal Review

Table of Contents