How Teachers Taught : Constancy and Change in American Classrooms, 1890-1990

by Cuban, Larry

• ISBN13: 9780807732267
• ISBN10: 0807732265
• Edition: 2nd
• Format: Paperback
• Copyright: 1993-03-01
• Publisher: Teachers College Pr

Summary

In this edition, Cuban returns to his inquiry into the history of teaching practice in the US, responds to criticisms, and incorporates the scholarship of the last decade. He also investigates socioeconomic contexts, the evolution of curriculum content and the implications for policymakers.

Table of Contents

Foreword to the First Edition
Foreword to the Second Edition
Preface to the Second Edition
Acknowledgments
Introduction	p. 1
Reforming Schools and Classrooms	p. 3
Explanations for Constancy and Change	p. 14
Progressivism and Classroom Practice, 1890-1990
Teaching at the Turn of the Century: Tradition and Challenge	p. 23
Elementary School Classrooms	p. 24
High School Classrooms	p. 31
Similarities and Differences in Instruction	p. 37
Student-Centered Instruction	p. 38
Behind the Classroom Door: New York, 1920-1940	p. 46
Classrooms in the City	p. 50
New York City Schools	p. 51
Organizational Context for Classroom Teaching	p. 55
Social Context for Classrooms	p. 61
Implementing Progressive Practices	p. 64
Behind the Classroom Door: Denver, 1920-1940	p. 76
The District Setting	p. 78
The Eight-Year Study	p. 83
The Classroom	p. 86
Behind the Classroom Door: Washington, D.C., 1920-1940	p. 92
The Social and Organizational Setting for Classroom Instruction	p. 95
Summary of Classroom Practices in Three Cities	p. 112
Rural and Urban Schools: 1920-1940	p. 115
Rural Michigan Classrooms	p. 117
Rural Classrooms Across the Nation	p. 120
Rural Black Schools	p. 126
Photos and Written Accounts of Rural Classrooms	p. 128
Prevalent Teaching Practices in Rural and Urban Schools	p. 130
Open Classrooms and Alternative Schools: Progressivism Revisited, 1965-1975
Informal Education, 1965-1975	p. 149
The Setting for Informal Classrooms: The 1960s	p. 150
Open Classrooms: The 1970s	p. 154
New York City	p. 162
Regular and Alternative High Schools	p. 173
Washington, D.C.	p. 180
The National Picture	p. 196
Local and National Snapshots of Classroom Practices, 1975-1990	p. 205
Arlington, Virginia, 1974-1981	p. 208
National Data on Classroom Practice, 1975-1990	p. 222
Teaching Practices in the 1980s	p. 229
Constancy and Change in the Classroom, 1890-1990
Explaining How They Taught: An Exploratory Analysis	p. 243
Phases and Levels of School Reform	p. 243
Explanations	p. 248
Applying the Criteria to the Arguments	p. 256
Situationally Constrained Choice	p. 260
So What? Implications for Policymakers, Practitioners, and Researchers	p. 272
Overall Implications for Those Who Seek to Reform Classroom Teaching	p. 276
Appendix	p. 291
Notes	p. 295
References	p. 327
Index	p. 347
About the Author	p. 359
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