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.
Review
"Preparing Teachers for Deeper Learning is a magnum opus synthesizing much of the work in educational justice, teacher education, curriculum, pedagogy, assessment, teacher quality, and education policy to which the authors have dedicated their careers."
—Bradley M. Conrad, Teachers College Record
"Even if all of the ideas espoused in this text are not adopted by teacher education programs with fidelity, much can be learned from this text that will help to improve teacher education and K-12 education as a whole."
—Bradley M. Conrad, Teachers College Record
"The book promotes teaching that prioritizes the ability to solve problems, think critically, and effectively use interpersonal and collaborative skills."
—J. C. Agnew-Tally, Choice
"Preparing Teachers for Deeper Learning should be required reading for today’s teachers and school administrators."
—John C. Fagan, School Administrator
"Preparing Teachers for Deeper Learning is of interest to anyone interested in 'infrastructure' supporting deeper learning and teacher preparation. I hope that this book will reach many readers and inspire important and creative discussion among different teacher preparation programmes." —Educational Review
From the Back Cover
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. 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. The book 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.
“Darling-Hammond and Oakes provide teacher educators with the twin pillars of rigorous theory and relevant practice. This will be a treasure trove we will plumb for years to come.”
—Gloria Ladson-Billings, professor emerita, University of Wisconsin–Madison
“For educators who seek to reduce disparities in achievement and life outcomes, Preparing Teachers for Deeper Learning will be an invaluable resource.”
—Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, University of California, Los Angeles
“Linda Darling-Hammond and Jeannie Oakes are two of the nation’s foremost authorities on the art of effective teaching. Their book is an excellent resource to help teachers meet the increasing demands of preparing students for our complex and changing world.”
—Richard W. Riley, former US Secretary of Education and former governor of South Carolina
“This volume makes a powerful contribution to our understanding of what is entailed in preparing generative teachers. The cases of teacher training programs are informative in their range of diversity yet embodying a core set of seminal principles, including a commitment to social justice.”
—Carol D. Lee, Edwina S. Tarry Professor of Education and Social Policy, Northwestern University
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University, where she founded the Stanford Center for Opportunity Policy in Education. Jeannie Oakes is Presidential Professor Emerita in Educational Equity at the University of California, Los Angeles. With Steven K. Wojcikiewicz, Maria E. Hyler, Roneeta Guha, Anne Podolsky, Tara Kini, Channa M. Cook-Harvey, Charmaine N. Jackson Mercer, and Akeelah Harrell.
About the Author
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.
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