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Teachers' professional development in a climate of educational reform (NCREST reprint series).
In 1989 Linda Darling-Hammond joined the faculty of Teachers College at Columbia University, where she served as co-director (with Ann Lieberman) of the National Center for Restructuring Education, Schools, and Teaching (NCREST) and executive director of the National Commission on Teaching and America's Future.
To help the Middle College National Consortium to learn about students' perspectives on the transition to college, the National Center for Restructuring Education, Schools and Teaching (NCREST) conducted two focus groups with 13th grade students at two Middle College-Early College high schools.
Paper presented at the PDS Working Conference of the NCATE-PDS Standards Project and the NCREST PDS Network, Chicago.
As part of this initiative, the National Center for Restructuring Education, Schools, and Teaching (NCREST) collaborated with the state education department and other partners on a project to develop prototypes for the redesign of the state's system of student assessment.
The NCREST (National Center for Restructuring of Education, Schools and Teaching) model teacher education project now underway may provide us with more examples of good practice in teacher education.
In 1993 the National Center for Restructuring Education, Schools, and Teaching (NCREST) at Teachers College, Columbia University, brought together members of three school reform organizations - Project Zero of the Harvard Graduate School of Education, the Coalition of Essential Schools, and Foxfire - to talk to one another about assessment.
This network was organized by the National Center for Restructuring Education, Schools, and Teaching (NCREST) to bring together teachers from three reform networks: the Coalition of Essential Schools, the Foxfire Network, and Harvard University's Project Zero.
One of the things we are learning in our work at NCREST (the National Center for Restructuring Education, Schools, and Teaching) is that local school engagement in developing alternative forms of student assessment turns out to be a powerful tool for organizational development[.21] There are ripple effects throughout the entire school organization when teachers begin to ask questions such as these: What do we want students to be able to do?
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