How Teachers Taught: Constancy and Change in American Classrooms,

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Foreword to the First Edition
Foreword to the Second Edition
Preface to the Second Edition
Acknowledgments
Introduction 1
Reforming Schools and Classrooms 3
Explanations for Constancy and Change 14
Pt. I Progressivism and Classroom Practice, 1890-1990
Ch. 1 Teaching at the Turn of the Century: Tradition and Challenge 23
Elementary School Classrooms 24
High School Classrooms 31
Similarities and Differences in Instruction 37
Student-Centered Instruction 38
Ch. 2 Behind the Classroom Door: New York, 1920-1940 46
Classrooms in the City 50
New York City Schools 51
Organizational Context for Classroom Teaching 55
Social Context for Classrooms 61
Implementing Progressive Practices 64
Ch. 3 Behind the Classroom Door: Denver, 1920-1940 76
The District Setting 78
The Eight-Year Study 83
The Classroom 86
Ch. 4 Behind the Classroom Door: Washington, D.C., 1920-1940 92
The Social and Organizational Setting for Classroom Instruction 95
Summary of Classroom Practices in Three Cities 112
Ch. 5 Rural and Urban Schools: 1920-1940 115
Rural Michigan Classrooms 117
Rural Classrooms Across the Nation 120
Rural Black Schools 126
Photos and Written Accounts of Rural Classrooms 128
Prevalent Teaching Practices in Rural and Urban Schools 130
Pt. II Open Classrooms and Alternative Schools: Progressivism Revisited, 1965-1975
Ch. 6 Informal Education, 1965-1975 149
The Setting for Informal Classrooms: The 1960s 150
Open Classrooms: The 1970s 154
New York City 162
Regular and Alternative High Schools 173
Washington, D.C. 180
The National Picture 196
Ch. 7 Local and National Snapshots of Classroom Practices, 1975-1990 205
Arlington, Virginia, 1974-1981 208
National Data on Classroom Practice, 1975-1990 222
Teaching Practices in the 1980s 229
Pt. III Constancy and Change in the Classroom, 1890-1990
Ch. 8 Explaining How They Taught: An Exploratory Analysis 243
Phases and Levels of School Reform 243
Explanations 248
Applying the Criteria to the Arguments 256
Situationally Constrained Choice 260
Ch. 9 So What? Implications for Policymakers, Practitioners, and Researchers 272
Overall Implications for Those Who Seek to Reform Classroom Teaching 276
Appendix 291
Notes 295
References 327
Index 347
About the Author 359

Title: How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990, 2nd Edition

Manufacturer:

Macmillan Publishers

Item Number: 9780807732267

Publication Date: March 1993

Number: 2

Product Description: Full Name: How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990, 2nd Edition; Short Name:How Teachers Taught

Universal Product Code (UPC): 9780807732267

WonderClub Stock Keeping Unit (WSKU): 9780807732267

Rating: 4/5 based on 2 Reviews

Image Location: https://wonderclub.com/images/covers/22/67/9780807732267.jpg

Category: Media >> Books

Weight: 0.200 kg (0.44 lbs)

Width: 6.000 cm (2.36 inches)

Heigh : 9.000 cm (3.54 inches)

Depth: 0.960 cm (0.38 inches)

Date Added: August 25, 2020, Added By: Ross

Date Last Edited: August 25, 2020, Edited By: Ross

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reviewed How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990, 2nd Edition on June 03, 2019

How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990, 2nd Edition

Jaeger argues that the "cultus virtutum", in European medieval education, shifted from being incarnate to textual from the 10th to the 12th century. In other words, the cult of virtue moved from teachers to texts across western Europe during this time. Jaeger presents this valuing of the virtue found in texts as if the phenomena were medicinal, treating the corruption of individuals' virtues.

Jaeger quotes an extensive amount of primary sources, which helps to make his book the excellent historical analysis it is. He appears meandering at times, but then has the remarkable ability to collapse his observations into a forceful conclusion. I think the final chapter, on "court society", is difficult. While interesting, it does not seem to fit the rest of the book, rather, it seems to be a general extension of the thesis. Otherwise, I enjoyed reading this.

How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990, 2nd Edition Book

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	Foreword to the First Edition
	Foreword to the Second Edition
	Preface to the Second Edition
	Acknowledgments
	Introduction	1
	Reforming Schools and Classrooms	3
	Explanations for Constancy and Change	14
Pt. I	Progressivism and Classroom Practice, 1890-1990
Ch. 1	Teaching at the Turn of the Century: Tradition and Challenge	23
	Elementary School Classrooms	24
	High School Classrooms	31
	Similarities and Differences in Instruction	37
	Student-Centered Instruction	38
Ch. 2	Behind the Classroom Door: New York, 1920-1940	46
	Classrooms in the City	50
	New York City Schools	51
	Organizational Context for Classroom Teaching	55
	Social Context for Classrooms	61
	Implementing Progressive Practices	64
Ch. 3	Behind the Classroom Door: Denver, 1920-1940	76
	The District Setting	78
	The Eight-Year Study	83
	The Classroom	86
Ch. 4	Behind the Classroom Door: Washington, D.C., 1920-1940	92
	The Social and Organizational Setting for Classroom Instruction	95
	Summary of Classroom Practices in Three Cities	112
Ch. 5	Rural and Urban Schools: 1920-1940	115
	Rural Michigan Classrooms	117
	Rural Classrooms Across the Nation	120
	Rural Black Schools	126
	Photos and Written Accounts of Rural Classrooms	128
	Prevalent Teaching Practices in Rural and Urban Schools	130
Pt. II	Open Classrooms and Alternative Schools: Progressivism Revisited, 1965-1975
Ch. 6	Informal Education, 1965-1975	149
	The Setting for Informal Classrooms: The 1960s	150
	Open Classrooms: The 1970s	154
	New York City	162
	Regular and Alternative High Schools	173
	Washington, D.C.	180
	The National Picture	196
Ch. 7	Local and National Snapshots of Classroom Practices, 1975-1990	205
	Arlington, Virginia, 1974-1981	208
	National Data on Classroom Practice, 1975-1990	222
	Teaching Practices in the 1980s	229
Pt. III	Constancy and Change in the Classroom, 1890-1990
Ch. 8	Explaining How They Taught: An Exploratory Analysis	243
	Phases and Levels of School Reform	243
	Explanations	248
	Applying the Criteria to the Arguments	256
	Situationally Constrained Choice	260
Ch. 9	So What? Implications for Policymakers, Practitioners, and Researchers	272
	Overall Implications for Those Who Seek to Reform Classroom Teaching	276
	Appendix	291
	Notes	295
	References	327
	Index	347
	About the Author	359