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Good Teacher in Every Classroom Preparing the Highly Qualified Teachers Our Children Deserve

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ISBN-10: 0787974668

ISBN-13: 9780787974664

Edition: 2005

Authors: Linda Darling-Hammond, Joan Baratz-Snowden

List price: $26.00
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What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? "A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program— and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.
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Book details

List price: $26.00
Copyright year: 2005
Publisher: John Wiley & Sons, Incorporated
Publication date: 7/28/2005
Binding: Paperback
Pages: 112
Size: 5.90" wide x 8.80" long x 0.40" tall
Weight: 0.308
Language: English

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. She has also served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching…    

The Focus and Organization of This Report
What Do Teachers Need to Know?
Knowledge of Learners and Their Development
Knowledge of Subject Matter and Curriculum Goals
Knowledge of Teaching
How Can Teachers Acquire the Necessary Knowledge?
How Teachers Learn and Develop
Problems of Leaning to Teach
Implications for Teacher Preparation
Promising Pedagogies
Policy Recommendations
Development and Accreditation of Preparation Programs
Licensure Reform
Recruitment and Retention of New Teachers