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Powerful Teacher Education describes the strategies, goals, content, and processes of seven highly successful and long-standing teacher education programs - Alverno College, Bank Street College, Trinity University, University of California, Berkeley, University of Southern Maine, University of Virginia, and Wheelock College. All these colleges and universities have succeeded in preparing teachers to teach diverse learners to achieve high levels of performance and understanding. In discussing the common features of these programs, Linda Darling-Hammond shows what outstanding teacher education models do and how they do it, and what their graduates accomplish as a result. Powerful Teacher Education also examines the policies, organizational features, resources, and relationships that have enabled these programs to succeed.
The Education Council Act of 1991 established the National Education Commission on Time and Learning as an independent advisory body and called for a comprehensive review of the relationship between time and learning in U.S. schools. This document serves as a supplementary volume to the commission's first report released in May 1994, which found that most school-reform designs are structurally flawed by their adherence to a traditional school calendar. This volume describes innovative approaches to the use of school time. It provides nearly 40 examples of exemplary efforts to make better use of available time and extend the amount of time students spend learning. The brief program descriptions are from 15 elementary schools, 15 middle and senior high schools, 4 districtwide efforts, and 6 special programs. They include public and private schools in rural, urban, and suburban areas from 26 states. Information for reaching contact persons is provided. A review of the programs indicates that many different kinds of schools and districts have already implemented many of the commission's recommendations. The most common approaches in descending order include: (1) redesigning available time; (2) employing technology; (3) extending the school day or year; (4) providing time for professional development; and (5) providing support services for children or families. Finally, the approaches to the redesign of time usage differ by school level. (LMI)