Leadership

SCOPE is co-directed by Professors Linda Darling-Hammond and Prudence Carter. They work in collaboration with Dr. Dorothy Steele, executive director of the Center for Comparative Studies in Race and Ethnicity (CCSRE).

Linda Darling-Hammond, Co-Director
Charles E. Ducommun Professor of Education, Stanford University

At Stanford, Darling-Hammond has launched the Stanford Educational Leadership Institute, SRN LEADS, and SCOPE, and served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America's Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade. 

Among Darling-Hammond's more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award from AACTE), Powerful Teacher Education: Lessons from Exemplary Programs (Jossey-Bass: 2006); Teaching as the Learning Profession (Jossey-Bass: 1999) (co-edited with Gary Sykes), which received the National Staff Development Council's Outstanding Book Award for 2000; and The Right to Learn, recipient of the American Educational Research Association's Outstanding Book Award for 1998. 

Web page.

Prudence Carter, Co-Director
Associate Professor of Education and (by courtesy) Sociology

Prudence L. Carter is an associate professor in the School of Education. She teaches a range of courses on racial and ethnic relations, social and cultural inequality, the sociology of education, urban education and research methods. Professor Carter's recent book, Keepin' It Real: School Success beyond Black and White (Oxford University Press 2005), is the 2006 co-winner of the Oliver Cromwell Cox Book Award, (Section on Racial and Ethnic Minorities, American Sociological Association) for its contribution to the eradication of racism; a 2005 finalist for the C. Wright Mills Book Award (Society for the Study of Social Problems); and an a 2007 honorable mention recipient of the distinguished book award (Section on Race, Class, and Gender, American Sociological Association). Her current research agenda investigates how racial ideology, culture, and social boundaries interact and influence student behaviors in different national and urban school contexts.
Web page.

Dorothy Steele, Executive Director
Center for Comparative Studies in Race and Ethnicity and the Stanford Integrated Schools Project, Stanford University

Dorothy M. Steele, Ed.D. is the Executive Director of the Center for Comparative Studies in Race and Ethnicity at Stanford University. She is an early childhood educator who is interested in public school reform including teaching practices that are effective for diverse classrooms, alternative assessment processes that inform teaching and learning, and strategies that build inclusive communities of learners in schools. Her work with the Stanford Integrated Schools Project is an attempt to look at these various aspects of schooling in a large urban school district. Steele began her work with teachers and children in 1968 in Columbus, OH as the Director/Teacher of one of the city’s first Head Start Programs. During the 1970’s, she served as the Curriculum Coordinator for the City of Seattle’s Children’s Programs, an early childhood teacher educator, a parent educator, and, for eight years, the director of a large, university-based child care center. In 1987, Dr. Steele began her doctoral work in early childhood education and, with her advisor, developed an alternative assessment process for early childhood education that is being used throughout the world.