| |
| |
| Foreword to the First Edition | |
| |
| |
| Foreword to the Second Edition | |
| |
| |
| Preface to the Second Edition | |
| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| Reforming Schools and Classrooms | |
| |
| |
| Explanations for Constancy and Change | |
| |
| |
| |
| Progressivism and Classroom Practice, 1890-1990 | |
| |
| |
| |
| Teaching at the Turn of the Century: Tradition and Challenge | |
| |
| |
| Elementary School Classrooms | |
| |
| |
| High School Classrooms | |
| |
| |
| Similarities and Differences in Instruction | |
| |
| |
| Student-Centered Instruction | |
| |
| |
| |
| Behind the Classroom Door: New York, 1920-1940 | |
| |
| |
| Classrooms in the City | |
| |
| |
| New York City Schools | |
| |
| |
| Organizational Context for Classroom Teaching | |
| |
| |
| Social Context for Classrooms | |
| |
| |
| Implementing Progressive Practices | |
| |
| |
| |
| Behind the Classroom Door: Denver, 1920-1940 | |
| |
| |
| The District Setting | |
| |
| |
| The Eight-Year Study | |
| |
| |
| The Classroom | |
| |
| |
| |
| Behind the Classroom Door: Washington, D.C., 1920-1940 | |
| |
| |
| The Social and Organizational Setting for Classroom Instruction | |
| |
| |
| Summary of Classroom Practices in Three Cities | |
| |
| |
| |
| Rural and Urban Schools: 1920-1940 | |
| |
| |
| Rural Michigan Classrooms | |
| |
| |
| Rural Classrooms Across the Nation | |
| |
| |
| Rural Black Schools | |
| |
| |
| Photos and Written Accounts of Rural Classrooms | |
| |
| |
| Prevalent Teaching Practices in Rural and Urban Schools | |
| |
| |
| |
| Open Classrooms and Alternative Schools: Progressivism Revisited, 1965-1975 | |
| |
| |
| |
| Informal Education, 1965-1975 | |
| |
| |
| The Setting for Informal Classrooms: The 1960s | |
| |
| |
| Open Classrooms: The 1970s | |
| |
| |
| New York City | |
| |
| |
| Regular and Alternative High Schools | |
| |
| |
| Washington, D.C. | |
| |
| |
| The National Picture | |
| |
| |
| |
| Local and National Snapshots of Classroom Practices, 1975-1990 | |
| |
| |
| Arlington, Virginia, 1974-1981 | |
| |
| |
| National Data on Classroom Practice, 1975-1990 | |
| |
| |
| Teaching Practices in the 1980s | |
| |
| |
| |
| Constancy and Change in the Classroom, 1890-1990 | |
| |
| |
| |
| Explaining How They Taught: An Exploratory Analysis | |
| |
| |
| Phases and Levels of School Reform | |
| |
| |
| Explanations | |
| |
| |
| Applying the Criteria to the Arguments | |
| |
| |
| Situationally Constrained Choice | |
| |
| |
| |
| So What? Implications for Policymakers, Practitioners, and Researchers | |
| |
| |
| Overall Implications for Those Who Seek to Reform Classroom Teaching | |
| |
| |
| Appendix | |
| |
| |
| Notes | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| About the Author | |