How Teachers Taught: Patterns of Instruction, 1890-2010

Larry Cuban on School Reform and Classroom Practice

The last two posts (see here and here) on “direct instruction” and ways of measuring teacher talk vs. student talk got me thinking again about an obvious but often unasked question: how have teachers taught over the past century.

Policy debates over social-emotional curriculum, problem-based learning, and universal preschools seldom ask: how have teachers taught? What patterns of teaching have marked classrooms decade after decade? What kinds of change in teaching have occurred and which ones are best for students?

The main reason for this startling omission in policy debates is that few decision-makers can say with confidence how most teachers teach now or in the past.

I, and other researchers, have tried to answer some of those questions over the past 30 years. Answers to these questions can inform current policymakers, practitioners, parents, and researchers as they consider well-intentioned but ill-informed policies that push certain kinds of teaching…

View original post 852 more words

This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s