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Reforming Teacher Preparation and Licensing: Debating the Evidence by Linda Darling-Hammond — 2000This article responds to Dale Ballou and Michael Podgursky’s claims that the National Commission on Teaching and America’s Future has misrepresented research data and findings. After reviewing and responding to each of their charges, the article indicates the ways in which their critique itself has misreported data and misrepresented the Commission’s statements and recommendations. Ballou and Podgursky ignore and misconstrue the research evidence presented by the Commission in support of its key conclusions. Following an analysis of the ways in which the critique misrepresents the findings from research on teacher education to bolster the argument that training for teaching is unnecessary, this reply offers an argument for professional teaching standards as a key factor in achieving greater equity and excellence in American schools.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Linda Darling-Hammond
Stanford University
E-mail Author
Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University and executive director of the National Commission on Teaching and America's Future, which produced the report What Matters Most:
Teaching for America's Future. Her research focuses on teaching, school organizations and reform, and educational equity. She is author of The Right to Learn (Jossey Bass, 1997)
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