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<p>FOREWORD v</p> <p>ABOUT THE AUTHORS ix</p> <p>INTRODUCTION: TEACHING AND LEARNING FOR UNDERSTANDING 1<br /><i>Linda Darling-Hammond</i></p> <p>1 HOW CAN WE TEACH FOR MEANINGFUL LEARNING? 11<br /><i>Brigid Barron and Linda Darling-Hammond</i></p> <p>2 READING FOR UNDERSTANDING 71<br /><i>P. David Pearson, Gina N. Cervetti, and Jennifer L. Tilson</i></p> <p>3 MATHEMATICS FOR UNDERSTANDING 113<br /><i>Alan H. Schoenfeld</i></p> <p>4 TEACHING SCIENCE FOR UNDERSTANDING 151<br /><i>Timothy D. Zimmerman and Elizabeth K. Stage</i></p> <p>5 CONCLUSION: CREATING SCHOOLS THAT DEVELOP UNDERSTANDING 193<br /><i>Linda Darling-Hammond</i></p> <p>APPENDIX 213</p> <p>BIBLIOGRAPHY 225</p> <p>SUBJECT INDEX 257</p> <p>NAME INDEX 267</p>

<strong>Linda Darling-Hammond</strong> is Charles E. Ducommon Professor of Education at Stanford University, where she serves as co-director of the School Redesign Network and the Stanford Educational Leadership Institute. Her research, teaching, and policy work focus on teaching quality, school reform, and educational equity.?Among her nearly 300 publications are the award-winning books: <em>The Right to Learn</em>, <em>Teaching as the Learning Profession</em>, and <em>Preparing Teachers for a Changing World</em>. <p><strong>Brigid Barron</strong> is an Associate Professor of Education at Stanford University. <p><strong>P. David Pearson</strong> is Dean of the Graduate School of Education and a Professor in the area of Language and Literacy?at the University of California, Berkeley. <p><strong>Alan Schoenfeld</strong> is the Elizabeth and Edward Conner Professor of Education at the University of California, Berkeley. <p><strong>Elizabeth Stage</strong> is the director of the Lawrence Hall of Science, the University of California, Berkeley's public science center. <p><strong>Timothy Zimmerman</strong> is an academic researcher at the University of California, Berkeley's Lawrence Hall of Science. <p><strong>The George Lucas Educational Foundation (GLEF)</strong> is a nonprofit foundation that gathers and disseminates?information on K-12 teaching and learning in the Digital Age. The foundation publishes stories of innovative teaching and learning through a variety of media — a magazine, e-newsletters, DVDs, books, and this Web site. They are based in the San Francisco Bay Area.

<p><b><i>POWERFUL LEARNING</i></b> <p><i>Powerful Learning</i> is a comprehensive and engaging record of the most effective K–12 teaching practices—including project-based learning, cooperative learning, performance-based assessment, as well as instructional strategies in literacy, mathematics, and science. The authors explore the ways in which these models generate meaningful student understanding through rich classroom stories and correlating online videos of innovative teaching (located at www.edutopia.org). This book offers insights into how educators can enable students to think critically, transfer skills and knowledge, and be flexible problem solvers…both inside and outside the classroom walls. <p><b>PRAISE FOR <i>POWERFUL LEARNING</i></b> <p>"<i>Powerful Learning</i> is a great compendium of approaches to teaching that can generate real learning. It reviews the relevant research base, offers practical examples of the research in use, and focuses on long-term goals—and how various teaching and learning activities support these goals."</br> <b>—CATHERINE SNOW, Henry Lee Shattuck Professor, Harvard Graduate School of Education</b> <p>"This outstanding book is a 'must read'— the authors make so many crystal clear and helpful arguments for the need to teach for understanding."</br> <b>—JOHN BRANSFORD, James W. Mifflin University Professor of Education and Psychology at the University of Washington in Seattle</b> <p>"We are extraordinarily lucky to have this highly readable book that helps us make 'powerful learning' not just a slogan, but a reality. "</br> <b>—DEBORAH MEIER, senior scholar and adjunct professor at New York University's Steinhardt School of Education</b>

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