Books by S.G. Grant

This text examines teachers' responses to multiple subject matter reforms, and then uses those responses as part of an analysis of the move towards systemic reform. Based on that analysis, the author concludes that although the problem of US education may be systemic, the solutions are not.

In this analysis, extended case studies of two veteran teachers and their students are combined with research literature to explore issues of teaching, learning and testing US history. While the two teachers share several similarities, the teaching practices they construct are very different.