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Research Research Summary:  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 for America's Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade. Among Darling-Hammond's more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award from AACTE), Teaching as the Learning Profession: A Handbook of Policy and Practice (Jossey-Bass: 1999) (co-edited with Gary Sykes), which received the National Staff Development Council's Outstanding Book Award for 2000; and The Right to Learn: A Blueprint for Schools that Work, recipient of the American Educational Research Association's Outstanding Book Award for 1998. Current Research:  Teacher education; school leadership development; school redesign; educational equity; instruction of diverse learners; education policy. Research Interests:  Professional / Staff Development Academic Restructuring Research Design Adolescent Development High-stakes Testing Race, Inequality, and Language in Education (RILE)

Scaling Up a Video Game-Learning Link Isn't it time we leveled up? By Michael H. Levine & Alan Gershenfeld At an event at the White House in September, U.S. Secretary of Education Arne Duncan announced the establishment of the Digital Promise , a nonprofit initiative created to promote digital technologies with the potential to transform teaching and learning. Experts on digital media and learning cheered this latest signal that robust experimentation with technology based on rigorous research and development would take a more prominent place in the national education reform debate. In tandem with the Digital Promise rollout, our organizations-the Joan Ganz Cooney Center and E-Line Media-announced the second year of the National STEM Video Game Challenge . This video-game-design competition is intended to motivate interest in science, technology, engineering, and math, or STEM, learning among America's young people by tapping into students' natural passion for playing and making video games. Why games? Are video games really a key element of an untapped "digital promise"? We believe the answer is yes. But we are also acutely aware that realizing this promise will take a concentrated effort by dedicated scientists, game designers, teachers, supervisors, educational publishers,... This article is available to subscribers only. To keep reading this article and more, subscribe now or purchase this article. Already have an account? Please login. Subscribe to Education Week and Save Get a full year and save up to 45%! Premium Online + Print 37 issues + Online Access $89 You Save 45% SUBSCRIBE NOW (See details.) Premium Online 12 Months Online Access $74 You Save 38% SUBSCRIBE NOW (See details.) EDUCATION WEEK EVENTS Bringing the Community to Schools WEBINAR MARCH 27, 2:00 P.M. EASTERN REGISTER NOW. Beyond Seat-Time Requirements WEBINAR MARCH 29, 2:00 P.M. EASTERN REGISTER NOW. The Accountability Push in Virtual Learning CHAT APRIL 9, 2:00 P.M. E

Most college students spend a lot of time listening to lectures. But research shows there are better ways to learn. And experts say students need to learn better because the 21st century economy demands more well-educated workers.