29 Ergebnisse - Zeige 1 von 20.

A groundbreaking analysis of how teachers actually teach and have taught in the past. The quality and effectiveness of teaching are a constant subject of discussion within the profession and among the broader public. Most of that conversation focuses on the question of how teachers should teach. In The Enduring Classroom, veteran teacher and scholar of education Larry Cuban explores different questions, ones that just might be more important: ...

A groundbreaking analysis of how teachers actually teach and have taught in the past. The quality and effectiveness of teaching are a constant subject of discussion within the profession and among the broader public. Most of that conversation focuses on the question of how teachers should teach. In The Enduring Classroom, veteran teacher and scholar of education Larry Cuban explores different questions, ones that just might be more important: ...

In Confessions of a School Reformer, eminent historian of education Larry Cuban reflects on nearly a century of education reforms and his experiences with them as a student, educator, and administrator. With a keen historian's eye, Cuban expands his personal narrative to analyze the overlapping social, political, and economic movements that have attempted to influence public schooling in the United States since the beginning of the twentieth c...

In the first edition of this seminal study, Larry Cuban presented the last century of American teaching as one of a stable teacher-centered pedagogy. Within this framework, Cuban explored how major school reform efforts to alter classroom teaching often resulted in modest shifts in pedagogy in elementary schools and even less change in secondary schools.Now, in this second edition, How Teachers Taught: Constancy and Change in American Classroo...

Keine Beschreibung.

In Chasing Success and Confronting Failure in American Public Schools, historian and educator Larry Cuban provides a thorough examination of, and challenge to, past and present definitions of what constitutes educational success in the United States. Cuban argues that schools thrive or decline based on a variety of factors, including social and political dynamics, leadership in school districts and communities, and policy improvisations. The b...

Keine Beschreibung.

With this significant new work, Larry Cuban provides a unique and insightful perspective on the bridging of the long-standing and well-known gap between teachers and administrators. Drawing on the literature of the field as well as personal experience, Cuban recognizes the enduring structural relationship within school organizations inherited by teachers, principals, and superintendents, and calls for a renewal of their sense of common purpose...

Looks at the uses and effects of digital technologies in K-12 classrooms, exploring if and how technology has transformed teaching and learning. In particular, Larry Cuban examines forty-one classrooms across six districts in Silicon Valley that have devoted special attention and resources to integrating digital technologies into their education practices.

Looks at the uses and effects of digital technologies in K-12 classrooms, exploring if and how technology has transformed teaching and learning. In particular, Larry Cuban examines forty-one classrooms across six districts in Silicon Valley that have devoted special attention and resources to integrating digital technologies into their education practices.

Keine Beschreibung.

Against the Odds offers an in-depth look at the Mapleton, Colorado, school district's transformation of two traditional high schools into seven small schools, each enrolling fewer than four hundred students. This even-handed account chronicles both the heartening successes and frequent frustrations of a district-wide embrace of the small school model. "This is my kind of book. Instead of sifting the stats and talking to experts about general t...

Exploring the differences of technology use in schools and libraries across the country, this book describes ways that these two institutions can collaborate to improve teaching and learning while building communities. It investigates how technologies are implemented and the lessons that institutions can learn from one another.

What constitutes the common good in American public education? This volume explores the ongoing debate between those who expect schools to cultivate citizens through personal, moral, and social development, as well as to bind diverse groups into one nation, and a new generation of school reformers intent on using schools to solve the nation's economic problems by equipping students with marketable skills.

After almost 5 decades of working in and around public schools, Larry Cuban invites us to think along with him about why it is so hard to get good schools. He offers these reflections because his contact with tens of thousands of public school participants--teachers, policymakers, researchers, parents, and students--has convinced him that "I am not alone in coping with these thorny dilemmas...as each of us muddles toward the kinds of 'good' sc...

With this significant new work, Larry Cuban provides a unique and insightful perspective on the bridging of the long-standing and well-known gap between teachers and administrators. Drawing on the literature of the field as well as personal experience, Cuban recognizes the enduring structural relationship within school organizations inherited by teachers, principals, and superintendents, and calls for a renewal of their sense of common purpose...

Examining a century of university history, Larry Cuban tackles the age-old question: What is more important, teaching or research?

Explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Larry Cuban examines how determined reformers have and have not changed the teaching of history.

Explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Larry Cuban examines how determined reformers have and have not changed the teaching of history.

This is a provocative culminating statement from one of America's most insightful education scholars and leaders. It takes as its starting point a strikingly blunt question: "With so many major structural changes in US public schools over the past century, why have classroom practices been largely stable, with a modest blending of new and old teaching practices, leaving contemporary classroom lessons familiar to earlier generations of school-g...