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

Larry Cuban

Teachers College Press, Jun 15, 1993 - Education - 359 pages

In this newly revised edition of his acclaimed book, Larry Cuban returns to his pioneering inquiry into the history of teaching practice in the United States, responds to criticisms, and incorporates the scholarship of the last ten years. While not abandoning his basic thesis of the remarkable continuity in teacher-based instruction, Cuban now examines more closely the phenomenon of "hybrids" of student-and teacher-centered pedagogy, and finds many instances of classroom change sufficient to give pause to those who see futility in classroom reform.

Contents

• Introduction: 1
• Progressivism and Classroom Practice 18901990: 21
• High School Classrooms: 31
• Similarities and Differences in Instruction: 37
• Summary: 45
• Denver 19201940: 76
• Washington D C: 92
• 31: 98
• 19201940: 115
• Open Classrooms and Alternative Schools: 147
• 38: 166
• 64: 175
• 78: 181
• Local and National Snapshots of Classroom Practices: 205
• Constancy and Change in the Classroom 18901990: 241

Bibliographic information

• Title: How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990; Institute on Research in Teaching Series; Research on teaching series
• Author: Larry Cuban
• Edition: revised
• Publisher: Teachers College Press, 1993
• ISBN: 0807732265, 9780807732267
• Length: 359 pages
• Subjects: Education / History; Education / Teaching Methods & Materials / General