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ERIC Number: ED383498
Record Type: Non-Journal
Publication Date: 1984
Pages: 306
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-582-28481-3
ISSN: N/A
How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980. 1st Edition. Research on Teaching Monograph Series.
Cuban, Larry
This book investigates teaching practices before, during, and after reform impulses in the 20th century aimed at changing what teachers routinely do. Patterns of stability and change over a 90-year period are developed from evidence from a wide variety of sources, including classroom photographs, textbooks and tests used, student recollections, teacher reports of how they taught, and classroom observations by parents and administrators. A continuum stretching from teacher-centered instruction to student-centered instruction provides a tool to help map the intricate complexity of classroom practices. Part I covering 1890-1940 consists of three chapters: (1) a description of teaching at the turn of the century, including progressive reforms of that era; (2) case studies of classroom practices in New York City, Denver, and Washington, D.C. during the 1920s and 1930s; and (3) a survey of teaching practices nationally during those 2 decades, particularly in rural schools. Part II summarizes case studies of informal and open education in Washington, D.C., New York City, and North Dakota during 1965-1975, and provides an intensive look into Arlington (Virginia) classrooms during 1969-1980. Part III examines five possible explanations for continuity/change in teaching during this century: (1) school as a form of social control and sorting; (2) constraints related to the organizational structure of school and classroom; (3) the culture of teaching; (4) individual and shared beliefs about child development, the role of school, and authority; and (5) the nature and effectiveness of reform implementation. This book contains over 300 references, many photographs, and an index. (SV)
Publication Type: Books; Historical Materials; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia (Arlington)