By Linda Darling-Hammond (auth.), Maria Assunção Flores, Ana Amélia Carvalho, Fernando Ilídio Ferreira, Maria Teresa Vilaça (eds.)

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Extra resources for Back to the Future: Legacies, Continuities and Changes in Educational Policy, Practice and Research

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Wehlage, G. (1997). Successful school restructuring: A report to the public and educators by the Center on Organization and Restructuring of Schools. Madison, WI: Document Service, Wisconsin Center for Education Research. Odell, S. , & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-04. Olebe, M. (2001). A decade of policy support for California’s new teachers: The beginning teacher support and assessment program. Teacher Education Quarterly, 10(2), 9-21.

San Francisco, CA: Jossey-Bass Publishers. , & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey and Company. Bartell, C. (1995). Shaping teacher induction policy in California. Teacher Education Quarterly, 22(4), 27-43. Blank, R. , & Smith, C. (2007). Analysis of the quality of professional development programs for mathematics and science teachers: Findings from a cross-state study. Washington DC: CCSSO. , & Hattie, J. (2000). The certification system of the National Board for Professional Teaching Standards: A construct and consequential validity study.

History helps us avoid a vision of schools as a place where all problems of “knowledge societies” will be answered. Prophecies of salvation through the school tend to enclose teachers in unreasonable ambitions and blame them for all of the failures of school reforms. Avoiding prophecies of the past and the future help us to understand the importance of education as a public space or, to be more precise, the importance of building the public space of education. Differently from societies of the last two centuries, contemporary societies enormously expanded social institutions for education, culture, arts and science.

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