Teachers Who Learn, Kids Who Achieve

previous | table of contents | next

RELATED READING

Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76 (8), 597-604. Outlines policy approaches consistent with goals held for teacher learning and changes in practice.

Darling-Hammond, L. & Sykes, G. (Eds.) (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass. Collects chapters by major authors on all aspects of supporting learning throughout a teacher’s career.

Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press. Lays out eight basic lessons comprising a new mindset for contending with the dynamic, non-linear nature of real school change.

Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76 (8), 591-596. Presents a broad array of strategies to support teacher learning beyond traditional professional development.

Little, J. (1999). Organizing schools for teacher learning. In Darling-Hammond, L. & Sykes, G. (Eds.) Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass. Summarizes key factors and gives examples of how schools support deep teacher learning.

Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press. Provides a framework for planning and includes in-depth descriptions of many different approaches to professional development.

Newmann, F. & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass. Reports on research documenting the school factors associated with student learning, including the importance of teacher professional community.

Schlechty, P. (1990). Schools for the 21st century: Leadership imperatives for educational reform. San Francisco: Jossey-Bass.
Approaches reform by re-examining the structure and fundamental purposes of our schools – why they are the way they are – and offers an adaptable framework for comprehensive change.

WestEd


	RELATED READING
	Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76 (8), 597-604.	Outlines policy approaches consistent with goals held for teacher learning and changes in practice.
	Darling-Hammond, L. & Sykes, G. (Eds.) (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.	Collects chapters by major authors on all aspects of supporting learning throughout a teacher’s career.
	Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.	Lays out eight basic lessons comprising a new mindset for contending with the dynamic, non-linear nature of real school change.
	Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76 (8), 591-596.	Presents a broad array of strategies to support teacher learning beyond traditional professional development.
	Little, J. (1999). Organizing schools for teacher learning. In Darling-Hammond, L. & Sykes, G. (Eds.) Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.	Summarizes key factors and gives examples of how schools support deep teacher learning.
	Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.	Provides a framework for planning and includes in-depth descriptions of many different approaches to professional development.
	Newmann, F. & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.	Reports on research documenting the school factors associated with student learning, including the importance of teacher professional community.
	Schlechty, P. (1990). Schools for the 21st century: Leadership imperatives for educational reform. San Francisco: Jossey-Bass.	Approaches reform by re-examining the structure and fundamental purposes of our schools – why they are the way they are – and offers an adaptable framework for comprehensive change.