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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)

Associate Professor Other Titles Associate Professor of Organizational Behavior (by courtesy) Faculty Co-director, Stanford Center on Philanthropy and Civil Society Contact Info Phone:  (650) 725-5510 Email:  debram@stanford.edu Office Location:  CE 427 Admin. Support Lauren Ellison Program Affiliations SHIPS (PhD): Administration and Policy Analysis SHIPS (PhD): Organization Studies SHIPS (MA): POLS SHIPS (MA): MA/MBA Research Research Summary:  Professor Meyerson's research has focused on conditions and change strategies that foster constructive and equitable gender and race relations in organizations. Her more recent projects investigate scaling and innovation in the charter school field, the role of philanthropy in shaping educational innovation, and conditions that foster learning and distributed leadership in organizations. Current Research:  Debra Meyerson conducts research in five areas: a) gender and race relations in organizations, specifically individual and organizational strategies of change aimed at removing inequities and fostering productive inter-group relations; b) the role of philanthropic organizations as intermediaries in fostering change within educational institutions; c) leadership and entrepreneurship in education; d)going to scale in the charter school field; and e)accessibility and the construction (and destruction) of work-life boundaries through communication technologies. Research Interests:  Feminism Gender Studies Identity School Leadership Intergroup Relations School Reform Issues Charter Schools Statistical Issues in Educational Accountability and Large-Scale Assessment Minorities Dispersed Leadership Multiculturalism Diversity Organizational Change Organizations Educational Equity Women and Management / Work Principal Training Ethnography Quote "By taking on the quality of uncontestable truth, dominant narratives in organizations keep existing arrangements in place. Alternative narratives open the way for experimentatio

Ypsilanti Middle School students will have the option to participate in a more hands-on, project- and technology-based curriculum this fall. YMS will be among the first middle schools in the nation to adopt New Tech Network's national education model, which is the model used at Ypsilanti's New Tech High School at Ardis.

Should we avoid social media in schools or should we teach social media etiquette?

Posted at 10:11 AM ET, 03/09/2012 Montgomery County Public Schools translates its snail mail, phone messages, and television programs into multiple languages to serve its diverse community. So it was only a matter of time before its social networking went bilingual. Announcing the MCPS Spanish twitter feed!

The Student News Action Network was created, and is maintained, by students and teachers at Washington International School in collaboration with TakingITGlobal and bureau schools worldwide

For three years, a pilot program tracked the reading ability of approximately 1,000 students at 20 New York City schools, following them from kindergarten through second grade.

NASHUA - Opportunities to engage students through social networking, both inside and outside the classroom, should be encouraged as long as parents are made aware. That's the message of the School District's proposed social media policy, which has not yet been passed but has received support in policy committee meetings this month.

Larry Cuban gives insight into the debate purchasing technology for classes

This website provides great examples on ways to build/maintain a positive school climate

For middle school educators and iPad users...

Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?

what we lose when we block social media

Globalcommunity education Setonhall

Connect with schools all over the country

You won't find Willyn Webb telling her high school students to put away their cell phones, even though they are technically banned in her Colorado district. She's been using cell phones to augment her lessons at Delta County Opportunity School for years.

This article shares how principals and other administrators can optimize technology use in their schools.