ERIC Number: ED254506
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Teacher as Leader and Captive: Continuity and Change in American Classrooms. 1890-1980.
Two specific questions guide this study: (1) Did teacher-centered instruction persevere in public schools during and after reform movements that had as one of their targets installing student-centered instruction? and (2) If the answer is yes, to what extent did it persist and why? If the answer is no, to what extent did instruction change and why? The first section opens with a description of teaching in the late nineteenth and early twentieth centuries taken from both primary and secondary sources. The progressive reforms of these years are included. This description is followed by a chapter of case studies on New York City, Denver, and Washington, D.C. during the 1920s and 1930s. Chapter three surveys teaching practices nationally during these two decades, including rural schools. Case studies of classroom practices in Washington, D.C., New York City, and North Dakota between 1965 and 1980 are summarized. The final section on classroom practices offers an intensive look at classroom teaching in Arlington, Virginia schools (1974-81). The concluding chapter is an essay on continuity and change in teaching in this century. (JD)
Publication Type: Historical Materials
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A