How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990Teachers College Press, 1993 M06 15 - 359 pages In this newly revised edition of his acclaimed book, Larry Cuban returns to his pioneering inquiry into the history of teaching practice in the United States, responds to criticisms, and incorporates the scholarship of the last ten years. While not abandoning his basic thesis of the remarkable continuity in teacher-based instruction, Cuban now examines more closely the phenomenon of "hybrids" of student-and teacher-centered pedagogy, and finds many instances of classroom change sufficient to give pause to those who see futility in classroom reform. |
Contents
Introduction | 1 |
Progressivism and Classroom Practice 18901990 | 21 |
New York 19201940 | 46 |
Denver 19201940 | 76 |
Washington D C | 92 |
19201940 | 115 |
Open Classrooms and Alternative Schools | 147 |
Local and National Snapshots of Classroom Practices | 205 |
Constancy and Change in the Classroom 18901990 | 241 |
and Researchers | 272 |
About the Author 359 | |
Other editions - View all
How Teachers Taught: Constancy and Change in American Classrooms, 1890–1990 Larry Cuban Limited preview - 1993 |
How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990 Larry Cuban No preview available - 1993 |
Common terms and phrases
academic Activity Program administrators alternative schools argument Arlington behavior beliefs Board of Education Carl Hansen century changes child-centered classroom practices College courses of study Cuisenaire rods cultural curricular curriculum daily decades dents Denver Denver Public Schools desks developed Edward Sheldon elementary school evidence example experiment formal grades historians hybrids ibid implemented individual informal education innovations John Dewey knowledge learning centers lesson math Newlon North Dakota number of teachers observed occurred one-room schools open classrooms open-space schools organization organizational Patterns of instruction pedagogy policies policymakers practitioners principal progressive practices progressivism projects public schools pupils questions reading recitation researchers revised schedule school and classroom School Board school system secondary schools skills small groups social studies space staff student movement student-centered instruction subject matter superintendent survey talk teacher-centered instruction teachers and students teachers taught teaching practices tests textbook Threlkeld tion traditions Washington York City