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Reframing Accountability: Creating Learner-Centered Schools


by Linda Darling-Hammond & Jon Snyder 1992

In this chapter we argue that major changes in American society are producing a radically different mission for schools--a mission requiring new conceptions of accountability tied to new roles for teachers. Social requirements are pressing for forms of schooling and teaching that will ensure high levels of student learning for all rather than the traditional school outcomes of success for some and failure for many others. This means that schools must find ways to reach diverse learners effectively rather than being accountable merely for "offering education" or "delivering instruction" regardless of the outcomes.


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This article originally appeared as NSSE Yearbook Vol 91, No. 1.


Cite This Article as: Teachers College Record Volume 93 Number 5, 1992, p. 11-36
http://www.tcrecord.org ID Number: 18861, Date Accessed: 7/28/2017 12:29:02 AM

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About the Author
  • Linda Darling-Hammond
    Teachers College, Columbia University
    E-mail Author
    LINDA DARLING-HAMMOND is Professor of Education and Co-Director of the National Center for Restructuring Education, Schools, and Teaching at Teachers College, Columbia University.
  • Jon Snyder
    Teachers College, Columbia University
    E-mail Author
    Jon Snyder is Associate Director for Research at the National Center for Restructuring Education, Schools, and Teaching at Teachers College, Columbia University.
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