Abstract
As they entered the twenty-first century, most nations around the world undertook major transformations of their governmental and education systems to respond to changing economic, demographic, political, and social imperatives. Nearly all countries are engaged in serious discussion of school reform to address demands for much higher levels of education for much greater numbers of citizens – demands created by a new information age, major economic shifts, and a resurgence and redefinition of democracy around the world. These demands are being imposed upon educational institutions designed a century ago for a different time. In the United States as elsewhere, the need to prepare future citizens and workers who can cope with complexity, use new technologies, and work cooperatively to frame and solve novel problems – and the need to do this for a much more diverse and inclusive group of learners – has stimulated efforts to rethink school goals and curriculum, to better prepare teachers, and to redesign school organizations.
This chapter draws in part on Darling-Hammond (2000a)
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Darling-Hammond, L. (2010). Teaching and Educational Transformation. In: Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (eds) Second International Handbook of Educational Change. Springer International Handbooks of Education, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2660-6_30
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