This series of post examined the remarkable stability over time of certain teaching practices that I have labeled, teacher-directed instruction. What I offer is an explanation, not a verifiable fact, about this dominant pattern of classroom teaching in public schools over the past century. I ended the previous post with a question:
Do these schools and teaching practices, shaped as they are politically, culturally, and educationally, meet the needs of the larger society which initially established and have continually supported tax-supported public schools?
No surprise that my answer is yes. After all, since the beginning of tax-supported public schools in the early decades of the 19th century, taxpayers and voters (once only white males but in 2021 inclusive of anyone meeting the age requirement), public schools, criticized as they have been decade after decade, nonetheless remain a prized community institution in rural, suburban, and urban America. In this post, I…
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