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...onding to the teacher’s questions; students working individually at their desks on reading or writing assignments; and all with little emotion, from interpersonal warmth to expressions of hostility. (=-=Goodlad, 1984-=-, p. 230) Every school can point to its energetic, engaged, and effective teachers; many students can recall at least one teacher who inspired in them an engagement in learning and a love of knowledge...

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...way from teacher-centered and toward student-centered pedagogy, “seldom appeared in more than one-fourth of the classrooms in any district that systematicallystried to install these varied elements” (=-=Cuban, 1984-=-, p. 135).sEven in settings where teachers made a conscious effort to incorporate progressive practices, the result was more often than not a hybrid of traditional and progresive,sin which the major e...

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...sible, indeed practically imperative, for institutions to learn to change massively in their surface structures while at the same time changing little at their core (Cuban, 1990; March & Olsen, 1989; =-=Meyer & Rowan, 1978-=-; Tyack & Cuban, 1995; Tyack & Tobin, 1994). Institutions use their structures to buffer and assimilate the changing demands of a political and social order that is constantly in flux - they add new p...

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... resource to many teachers and shaped peoples’ conceptions of the possibilities of secondary science curriculum, their tangible impact on the core of U.S. schooling has been negligible (Elmore, 1993; =-=Stake & Easely, 1978-=-). Most academic critics agree that the curriculum development projects embodied a naive, discredited, and badly conceived model of how to influence teaching practice. The model, if there was one, was...

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...crete bits of information about a particular subject and of student learning as the acquisition of this information through processes of repetition, memorization, and regular testing of recall (e.g., =-=Cohen, 1988-=-). The teacher, who is generally the center of attention in the classroom, initiates most of the talk and orchestrates most of the interaction in the classroom around brief factual questions, if there...

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...ssessed by asking them to repeat information that has been conveyed by the teacher in the classroom, usually in the form of worksheets or tests that involve discrete, factual, right-or-wrong answers (=-=Elmore, 1995-=-). At any given time, there are some schools and classrooms that deliberately violate these core patterns. For example, students may initiate a large share of the classroom talk, either in small group...

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...ally imperative, for institutions to learn to change massively in their surface structures while at the same time changing little at their core (Cuban, 1990; March & Olsen, 1989; Meyer & Rowan, 1978; =-=Tyack & Cuban, 1995-=-; Tyack & Tobin, 1994). Institutions use their structures to buffer and assimilate the changing demands of a political and social order that is constantly in flux - they add new programs, they develop...

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...culum development project, which began in 1959, but only received its first substantial funding from the Ford Foundation in 1962 and NSF support for teacher training in 1969 (Dow, 1991; Elmore, 1993; =-=Grobman, 1969-=-; Marsh, 1964). These were among the largest and most ambitious of the curriculum reform projects, but by no means the only ones. From the beginning, these curriculum reformers were clear that they ai...

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...states that it is possible, indeed practically imperative, for institutions to learn to change massively in their surface structures while at the same time changing little at their core (Cuban, 1990; =-=March & Olsen, 1989-=-; Meyer & Rowan, 1978; Tyack & Cuban, 1995; Tyack & Tobin, 1994). Institutions use their structures to buffer and assimilate the changing demands of a political and social order that is constantly in ...

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...ls of To-Morrow; and Kilpatrick’s The Educational Frontier ( 1933), a restatement of progressive theory and philosophy written by a committee of the National Society of College Teachers of Education (=-=Cremin, 1961-=-, pp. 216-229). Individual reformers and major social educational institutions, such as Teachers College and the University of Chicago, designed and developed schools that exemplified the key tenets o...

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...nt project, which began in 1959, but only received its first substantial funding from the Ford Foundation in 1962 and NSF support for teacher training in 1969 (Dow, 1991; Elmore, 1993; Grobman, 1969; =-=Marsh, 1964-=-). These were among the largest and most ambitious of the curriculum reform projects, but by no means the only ones. From the beginning, these curriculum reformers were clear that they aimed to change...