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

ISBN-10: 0807732265

ISBN-13: 9780807732267

Edition: 2nd (Revised)

Authors: Larry Cuban

List price: $28.95
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Book details

List price: $28.95
Edition: 2nd
Publisher: Teachers College Press, Teachers College, Columbia University
Binding: Paperback
Pages: 384
Size: 6.25" wide x 9.00" long x 1.00" tall
Weight: 1.188
Language: English

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