The enduring classroom: Teaching then and now.
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| Title: | The enduring classroom: Teaching then and now. |
|---|---|
| Authors: | Jabal, Eric1 |
| Source: | Education Review (10945296). 2025, Vol. 32, p1-5. 5p. |
| Subject Terms: | *Educational change, *Didactic method (Teaching method), *Blended learning, *Self-contained classrooms, *Educational standards |
| Abstract: | The article reviews *The Enduring Classroom: Teaching Then and Now* by Larry Cuban, which examines why traditional U.S. classroom structures—such as teacher-centered instruction, standardized curricula, and age-graded classrooms—have persisted despite decades of education reform. Drawing on six core questions, Cuban analyzes historical and contemporary teaching practices, highlighting the tension between reform efforts and institutional resistance, a concept he terms “dynamic conservatism.” While acknowledging some shifts like the feminization of teaching and the rise of hybrid instructional models, Cuban argues that fundamental schooling patterns remain stable due to entrenched systemic and cultural factors. The book offers valuable insights for educators and policymakers seeking to understand the incremental nature of educational change but provides limited prescriptive solutions for overcoming persistent structural barriers. [Extracted from the article] |
| Copyright of Education Review (10945296) is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192075864 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The enduring classroom: Teaching then and now. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jabal%2C+Eric%22">Jabal, Eric</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Review+%2810945296%29%22">Education Review (10945296)</searchLink>. 2025, Vol. 32, p1-5. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-contained+classrooms%22">Self-contained classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article reviews *The Enduring Classroom: Teaching Then and Now* by Larry Cuban, which examines why traditional U.S. classroom structures—such as teacher-centered instruction, standardized curricula, and age-graded classrooms—have persisted despite decades of education reform. Drawing on six core questions, Cuban analyzes historical and contemporary teaching practices, highlighting the tension between reform efforts and institutional resistance, a concept he terms “dynamic conservatism.” While acknowledging some shifts like the feminization of teaching and the rise of hybrid instructional models, Cuban argues that fundamental schooling patterns remain stable due to entrenched systemic and cultural factors. The book offers valuable insights for educators and policymakers seeking to understand the incremental nature of educational change but provides limited prescriptive solutions for overcoming persistent structural barriers. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Review (10945296) is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192075864 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14507/er.v32.3939 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 1 Subjects: – SubjectFull: Educational change Type: general – SubjectFull: Didactic method (Teaching method) Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Self-contained classrooms Type: general – SubjectFull: Educational standards Type: general Titles: – TitleFull: The enduring classroom: Teaching then and now. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jabal, Eric IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10945296 Numbering: – Type: volume Value: 32 Titles: – TitleFull: Education Review (10945296) Type: main |
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