Linda darling hammond biography meaning
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Her research, teaching, and policy work focus on issues of school reform, educational equity, and teaching quality.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She received her BA, magna cum laude, from Yale University and her EdD from Temple University, with highest distinction, completing an award-winning dissertation on school finance reform. She has received numerous honorary degrees and awards for her research and contributions to practice, including the Margaret B.
Lindsey Award for Distinguished Research in Teacher Education, the Distinguished Service Award of the Council of Chief State School Officers, and the Review of Research in Education Award, the Research into Practice Award, and the Distinguished Contributions to Research Aawrd from AERA.
Linda Darling-Hammond, a Charles E.
Ducommun Professor of Education Emeritus at Stanford Graduate School of Education (GSE), has been named “Policy Leader of the Year” for her far-reaching and dynamic approach to educational leadership.
The National Association of State Boards of Education (NASBE) will present the award this week during the organization’s annual conference in San Diego, which runs from Oct.
25-28. In 2008, she directed President Barack Obama’s Education Policy Transition Team. Her publications include The Right to Learn, which received the 1998 Outstanding Book Award from AERA, Teaching as the Learning Profession, which received the 2000 Outstanding Book Award from the National Staff Development Council, and The Flat World and Education, which received the 2012 Grawemeyer Award.
She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. LINDA DARLING-HAMMONDNATIONDarling-Hammond, L.2012; 294 (5): 11-?
She is a powerful voice for creating equitable, effective education systems that meet the needs of all students.”
During her time with the GSE, Darling-Hammond founded both the National Board Resource Center (NBRC) and the Stanford Center for Opportunity Policy in Education (SCOPE), and served as faculty sponsor for the Stanford Teacher Education Program (STEP), which she helped to redesign, in addition to working as a professor of education.
Throughout her career, Darling-Hammond has been a public school teacher, the founder of a preschool and public high school, and is considered among the nation’s most influential people affecting educational policy.
“I am honored to be the recipient of this year’s Policy Leader award,” Darling-Hammond said in a statement released by NASBE. “I am proud of California’s work to set in motion a true whole-child transformation of public schools,” she added.
“We are honored to recognize Dr. Darling-Hammond for her policy leadership in California and nationally. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for 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, Research Review, and Research-to-Policy.
With John Bransford, Darling-Hammond co-chaired the National Academy of Education’s Committee on Teacher Education, which produced Preparing Teachers for a Changing World, which received the Pomeroy Award from the American Association of Colleges for Teacher Education. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S.
and internationally. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude).
Academic Appointments
Emeritus Faculty, Acad Council, Graduate School of Education
Administrative Appointments
Professor Emerita, Stanford Graduate School of Education (2019 - Present)
Research Interests
Achievement
Assessment, Testing and Measurement
Brain and Learning Sciences
Child Development
Curriculum and Instruction
Educational Policy
Equity in Education
International and Comparative Education
Standards
Teachers and Teaching
2023-24 Courses
- Independent Studies (8)
- Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Honors Research
EDUC 140 (Aut) - Master's Thesis
EDUC 185 (Aut, Win, Sum) - Practicum
EDUC 470 (Aut, Win, Spr, Sum) - Supervised Internship
EDUC 380 (Aut, Win, Spr, Sum)
- Directed Reading
All Publications
- How Teacher Education Matters (Reprint from Journal of Teacher Education, Vol 51, pg 166-173 2000)JOURNAL OF TEACHER EDUCATIONDarling-Hammond, L.2023; 74 (2): 151-156
- Policy for Civic ReasoningANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCEDarling-Hammond, L., McGuire, K.2023; 705 (1): 232-248
- Implications for educational practice of the science of learning and developmentAPPLIED DEVELOPMENTAL SCIENCEDarling-Hammond, L., Flook, L.
F., Cook-Harvey, C., Barron, B., Osher, D.2019
- Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for EducationEDUCATIONAL PSYCHOLOGISTImmordino-Yang, M., Darling-Hammond, L., Krone, C. R.2019; 54 (3): 185–204
- Research on Teaching and Teacher Education and Its Influences on Policy and PracticeEDUCATIONAL RESEARCHERDarling-Hammond, L.2016; 45 (2): 83-91
- Can Value Added Add Value to Teacher Evaluation?EDUCATIONAL RESEARCHERDarling-Hammond, L.2015; 44 (2): 132-137
- When Teachers SUPPORT & EVALUATE Their PeersEDUCATIONAL LEADERSHIPDarling-Hammond, L.2013; 71 (2): 24-29
- Developing and assessing beginning teacher effectiveness: the potential of performance assessmentsEDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITYDarling-Hammond, L., Newton, S.
P., Wei, R. C.2013; 25 (3): 179-204
- The right start: Creating a strong foundation for the teaching careerPHI DELTA KAPPANDarling-Hammond, L.2012; 94 (3): 8-13
- The Challenges of Supporting New TeachersEDUCATIONAL LEADERSHIPScherer, M., Darling-Hammond, L.2012; 69 (8): 18-23
- Evaluating teacher evaluationPHI DELTA KAPPANDarling-Hammond, L., Amrein-Beardsley, A., Haertel, E., Rothstein, J.2012; 93 (6): 8-15
- REDLINING OUR SCHOOLS WHY IS CONGRESS WRITING OFF POOR CHILDREN?
The NASBE, a nonpartisan member organization supporting boards of education leaders nationwide, said Darling-Hammond is an illustrious researcher, educator, and voice for students among policy makers.
In addition to her GSE credentials, Darling-Hammond is the president and CEO of the Learning Policy Institute (LPI) and the president of the California State Board of Education.
“The Policy Leader of the Year award is the highest honor that state board of education members can bestow,” said NASBE President and CEO Paolo DeMaria in a statement.
“I look forward to continuing to improve the quality of public education for the students and families we serve.”
Linda Darling-Hammond
Click this link:
https://ed.stanford.edu/faculty/ldh
Biography
Linda Darling-Hammond is the Charles E.
Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education.