ABSTRACT
This chapter examines large-scale research studies and policy reports, and found they affirmed the practices. It looks at two great pedagogical lineages, commonly called “traditional” and “progressive,” and found elements of both in the daily practice of the teachers, demonstrating that a centuries-old rivalry is entirely unnecessary. The chapter focuses on the history of teacher practice, key education policies in the United States, and the socio-political forces that have shaped them. In some classes, teachers presented students with complex content. However, the tasks assigned to students did not require complex thought. Although the content was complex, the tasks were simple, mostly requiring no deeper skills than recall or application. Teachers persistently addressed group dynamics and strived to create a harmonious environment, demonstrating an understanding that doing so is a prerequisite to academic learning. Teachers deployed a variety of moves with stunning fluency and density.
