Instructional Leadership For Systemic Change ─ The Story Of San Diego's Reform

Darling-Hammond (education, Stanford University) presents work based on the early years of an ongoing systemic reform initiative that was launched in San Diego, California, in the late 1990s. The book describes how a major urban school reform initiative was undertaken and examines related political conflicts and implementation issues. It will be of interest to administrators in training, and to students of school leadership and reform. The book is distributed in the US by Rowman & Littlefield. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)

Linda Darling-Hammond is Charles E. Ducommun professor of education at Stanford University, faculty sponsor for the Stanford Teacher Education Program, and director of the Center for Teacher Education and School Reform. She is author of 9 other books, including The Right to Learn: A Blueprint for Creating Schools that Work, and more than 200 journal articles, book chapters, and monographs on issues of educational policy and practice.Amy M. Hightower is an assistant director at the American Federation of Teachers, working on labor/management collaborations and accountability. Jennifer L. Husbands is the director of Site Support for High Tech High Learning, where she leads professional development and teacher credentialing programs for a network of small, high-performing charter schools around the country. She is a Ph.D. candidate in administration and policy analysis at Stanford University's School of Education and a former research assistant at the Center for Research on the Context of Teaching and the Center for Teaching and Policy (both at Stanford) and CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) at the University of California, San Diego. Jeannette R. LaFors is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for the Study of Teaching and Policy. Viki M. Young is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for Research on the Contexts of Teaching. Carl Christopher is associate director for Finance and Outreach of the Center for Teacher Education and School Reform at Stanford University.