Preparing Teachers for Deeper Learning
thg 2 2021 · Harvard Education Press
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Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice.
Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices.
With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices.
With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
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Linda Darling-Hammond is the president and CEO of the Learning Policy Institute. She is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University, where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. Darling- Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy. Among her many publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World, and The Flat World and Education.
Jeannie Oakes is senior policy fellow at the Learning Policy Institute; Presidential Professor of Education Equity Emeritus at UCLA; and the former director of education at the Ford Foundation. She is past president of the American Educational Research Association and a member of the National Academy of Education. Oakes’s research examines the effect of social policies on the education of low-income students of color and also investigates equity-minded reform. Her books include Keeping Track: How Schools Structure Inequality, Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform, Learning Power, and Teaching to Change the World.
Jeannie Oakes is senior policy fellow at the Learning Policy Institute; Presidential Professor of Education Equity Emeritus at UCLA; and the former director of education at the Ford Foundation. She is past president of the American Educational Research Association and a member of the National Academy of Education. Oakes’s research examines the effect of social policies on the education of low-income students of color and also investigates equity-minded reform. Her books include Keeping Track: How Schools Structure Inequality, Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform, Learning Power, and Teaching to Change the World.
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