Book Blog

The Enduring Classroom: Teaching Then and Now by Larry Cuban

The author, education scholar Larry Cuban, explores the history and current practices of teaching in the United States. In contrast to previous discussions on how teachers should teach, Cuban emphasizes the importance of understanding how teachers used to teach and how they teach today. He argues that reformers seeking to introduce innovative techniques must have a comprehensive understanding of current teaching methods. Cuban's research involves both contemporary observations and historical accounts, delving into questions about teacher training, individual motivations, and the influence of organizational structures on teaching. He raises questions about whether teachers have autonomy in choosing their teaching methods or if external factors, such as the structure of educational institutions, shape their approach. By addressing these questions with concrete data, Cuban aims to contribute to meaningful reforms in instructional practices.

1. How Have US Public School Teachers Taught?

In the initial chapter of his work, Larry Cuban delves into a historical analysis of teaching practices spanning from the 1880s to current day. He presents excerpts that illustrate the evolving methods employed by teachers over this period, with a particular focus on the dichotomy between teacher-centered and student-centered learning approaches. Cuban observes that, historically, classrooms have predominantly adopted a teacher-centered model, but he advocates for the superiority of student-centered learning. Additionally, he explores the concept of hybrid models that blend elements of both approaches. The discussion extends to "The New Education," a perspective advocating for teachers to go beyond traditional textbooks and embrace more diverse instructional methods. Cuban's analysis thus encompasses the historical trajectory of teaching methods, the contrast between teacher and student-centered paradigms, the potential efficacy of hybrid models, and the call for a more dynamic and varied approach to education in "The New Education."

2. Have Public Schools and Teaching Practices Changed over Time?

The response to whether education has changed over time is nuanced, with a dual affirmation of "yes and no." Several factors contribute to this complexity. There has been a noticeable increase in student enrollment, expansion of school days, and a rise in graduation rates, alongside the establishment of standards for teacher qualifications and retention. Notably, classroom practices have undergone transformation, shifting from a historically male-dominated teaching profession. Changes in schooling organizations have introduced greater informality, extending into child-rearing practices.

Post-World War II, a cultural shift was observed as middle-class parents and teachers moved away from stern discipline towards a more lenient approach. Technological advancements have also left their mark on education, with the adoption of new technologies persisting over time. The COVID-19 pandemic further accelerated the integration of technology in education, albeit with the enduring challenge of the digital divide.

However, certain elements of schooling have remained consistent for decades. The funding and governance of schools, the age-graded school structure, and persistent racial and ethnic segregation in public schools reflect enduring aspects of the educational landscape. In essence, while education has experienced dynamic shifts in various dimensions, certain fundamental aspects have persisted, illustrating the intricate interplay between change and continuity in the educational sphere.

3. Why Have Schooling and Classroom Practice Been Stable Over Time?

The landscape of teaching has undergone discernible changes, yet public awareness of these shifts remains limited. Teachers often lack the recognition they deserve in society, with schools typically existing in the background unless embroiled in political controversies. The interrelatedness and stability in schooling patterns are aptly described as "nested," emphasizing the enduring nature of certain educational structures.

The impact of the COVID-19 pandemic on education is explored, revealing both challenges and the resilience of the tax-supported public school system. Despite occasional protests and controversies, the faith in schools remains evident as around 50 million students attend public schools. Teacher preparedness programs at universities come under scrutiny, posing a fundamental question: are students prepared for the reality of schools as they are or as they should be? The difficulty of transitioning from college to teaching is acknowledged, with new teachers often assimilating into existing school cultures at the expense of innovative approaches learned in university.

The age-graded school model prevails, limiting the exploration of alternative organizational forms. The concept of authentic assessment is introduced as part of the discussion on reforms, particularly during the COVID-19 pandemic. However, it is noted that the pandemic-induced changes, unlike intentional reforms, were necessity-driven, highlighting the distinction between external shocks and deliberate efforts to improve schooling.

Historical instances of massive school closures due to the 1918-1919 influenza pandemic, polio epidemics, and Hurricane Katrina are cited, revealing that while they prompted governance changes, they did not significantly alter school organization, curriculum, or instruction. The drawbacks of standardized tests are also acknowledged in this multifaceted exploration of the dynamics shaping teaching practices and educational structures.

4. How Should Teachers Teach?

The analysis of educational paradigms unfolds with a historical exploration of Progressivism in the classroom. Originating from influential figures like John Dewey, Maria Montessori, Francis Wayland Parker, and Ella Flagg Young, student-centered teaching marked the early days of the Progressive Education Movement. Progressive schools, shaped by the ideals of freedom for children's natural development, interest as the driving force for work, and teachers as guides rather than taskmasters, emerged and faded over decades. The Progressive Education Association, embodying these principles, closed in 1955, only to see a revival in 1987 with the formation of the Progressive Education Network (PEN).

The subsequent section delves into the Standards, Accountability, and Testing Reform Movement, initiated in the 1980s and persisting to the present day. Triggered by "A Nation at Risk," this movement led to impactful policies like No Child Left Behind and Success for All, alongside an increase in charter schools. However, a notable consequence was the reported shift in teacher focus towards test preparation, diminishing attention to non-tested subjects and reinforcing teacher-led instruction over two decades.

Amidst these shifts, Progressive educators, exemplified by figures like Deborah Meier, resisted the standards movement, creating alternative schooling models. The analysis also delves into the Kentucky School Reform in the 1990s, particularly the Rose v. Council for Better Education case, showcasing a pivotal moment in educational policy.

The narrative highlights the emergence of Hybrid Teaching Practices, reflecting the ongoing struggle between educational progressives advocating for student-led learning and conservatives favoring teacher-centered instruction. Three illustrative examples underscore the evolving landscape of teaching practices influenced by these ideological conflicts.

5. How Do Teachers Teach Now?

The educational landscape has undergone significant transformations amidst the challenges posed by the COVID-19 pandemic. Schools experienced closures while some remained operational, leading to interruptions in teaching methodologies and data collection regarding their impact. Consequently, obtaining a comprehensive understanding of the effects on teaching practices has been difficult due to a lack of clear and comprehensive data.

While researchers have documented instances of learning loss, there remains a gap in understanding precisely what students have learned during this period. Discussions surrounding hybrid learning models emerged as a response to the pandemic, prompting teachers to adapt their routines and methods of instruction.

Several pivotal studies conducted between 2005 and the onset of COVID-19 delved into classroom instruction across elementary and secondary levels, utilizing a mix of quantitative and qualitative data. These studies, including examinations of Primary Grade Writing Instruction, Mid-Continental Research for Education and Learning (which focused on the impact of No Child Left Behind), and investigations into Reading Instruction using teacher logs, scrutinized teaching practices across schools.

While discussions on teaching during COVID exist, the absence of comprehensive research studies to substantiate these discussions resulted in reliance on firsthand accounts from teachers. Presently, there is a notable shift towards more transparent teaching practices. Educators continue to employ age-grade methodologies, though some have embraced student-led instruction while others prefer a teacher-led approach. Additionally, there has been an increase in the adoption of hybrid learning models within the educational sphere.

6. Why Have Changing and Conserving Been Hallmarks of US Public Schooling and Teaching Practice? 

This chapter commences by delving into the context of the Mexican Revolution in 1968, a time coinciding with the Civil Rights movement. During this period, as students voiced their demands, the focus was primarily on reforms related to curriculum and the hiring of bilingual teachers. Interestingly, little attention was given to examining or challenging the methods and practices of teaching itself, which was largely taken for granted.

The Los Angeles Unified School District's (LAUSD) response to and following the 1968 walkouts revealed a pattern of dynamic conservatism that significantly shaped the functioning of American educational systems. The discourse also covered the impact of charter schools on educational reforms and stability in classroom practices. Charter schools, operating without many state regulations and governed independently, receive state funding. The underlying theory is that these schools should have the freedom to innovate in curriculum development and instructional strategies.

However, the theory of charter schools often differs from the reality. While they garner significant support, opposition arises from various quarters, including teachers unions, concerned parents advocating for traditional public schools, and critics highlighting the lack of accountability in underperforming charter schools. The debate over whether charter schools academically outperform traditional public schools becomes trivial due to the vast diversity among charter schools. Instead, the critical question revolves around the quality of teaching: is it better, worse, or comparable to that in regular schools?

Despite the greater flexibility enjoyed by charter schools, many have adopted organizational and instructional approaches akin to traditional schools. Professor Cuban's observations of charter schools emphasized their clear and coherent organization, diverse activities, teacher-student verbal exchanges, and the presence of lesson summaries. His findings suggested that the teaching competency in charter schools paralleled that of traditional schools, with the primary distinction being the heightened autonomy of charter school teachers.

Further research on pedagogy between charter and non-charter schools revealed that a school's organization significantly predicted its success, irrespective of its charter status. The focus then shifts to the Oakland Unified School District's scenario, where the embrace and expansion of charter schools coincided with fiscal mismanagement and declining enrollments. With diminishing student enrollments, both charter and public schools vie for reduced funding, leading to mixed performance outcomes between the two educational models across schooling levels.

FINAL THOUGHTS

Larry Cuban's book is a comprehensive exploration that convincingly establishes the persistent presence of dynamic conservatism within the intricate framework of the American schooling system. By tracing its roots back to the mid-nineteenth century and demonstrating its enduring relevance, Cuban illuminates how this phenomenon continues to shape education in the present day. Through a skillful blend of humor and historical context, Cuban adeptly communicates his insights, providing a rich tapestry that intertwines history with policy implications.

This book serves as a valuable resource for policymakers, researchers, practitioners, and parents invested in driving positive changes within schools and classrooms. Cuban emphasizes the importance of understanding past generations of school reformers to effect meaningful alterations in educational settings. His poignant message underscores the necessity for aspiring reformers to grasp the recurring conflicts shaping Americans' expectations of their schools. Furthermore, he highlights the incremental changes that have occurred over time to navigate the perpetual friction, elucidating the delicate balance between stability and change in educational practices.

Cuban's use of humor and historical context serves as a strategic tool, engaging readers while effectively conveying complex ideas. He eloquently articulates that the interplay between societal expectations and incremental changes is fundamental to comprehending both the resilience and evolution of schooling and classroom practices. Ultimately, he asserts that dynamic conservatism—altering aspects to preserve stability—remains a defining characteristic of US education, asserting that this enduring trait is here to stay.

Cuban, Larry. The Enduring Classroom: Teaching Then and Now. University of Chicago Press, 2023.