I think you're assuming those advances in theory are universally available in practice.
They are not. My experience as a public school student was far worse than when my parents went to school - double or worse class sizes, no teaching assistants, and occasionally the same textbooks my parents used. "Experienced" teachers were the worst - it often seemed like the only thing they changed over the years was to stop corporal punishment.
My parents required unreasonable numbers of As, so I regularly got undeserved grades just by acting like I'd make a big deal about it... teachers were too overwhelmed to pay attention even if they cared. Some of my peers had helicopter parents that called in arguing their kid deserved an A simply for studying all night, even though that "sudying" was often was just online RPGs.
The trend followed in college for non-major classes. Professors simply didn't care unless a student would be advancing to another class in their department - then they cared enough to fail students, but the grade curve was still logistic. Not the expected "C = passing knowledge".
Even then, I still never saw pedagogical advances outside of brand new assistant professors in liberal arts classes.
I mean YMMV applies, instruction quality is certainly going to be dependent on the institution; but that's certainly the opposite of my experience at a public (though well ranked) public university.
They are not. My experience as a public school student was far worse than when my parents went to school - double or worse class sizes, no teaching assistants, and occasionally the same textbooks my parents used. "Experienced" teachers were the worst - it often seemed like the only thing they changed over the years was to stop corporal punishment.
My parents required unreasonable numbers of As, so I regularly got undeserved grades just by acting like I'd make a big deal about it... teachers were too overwhelmed to pay attention even if they cared. Some of my peers had helicopter parents that called in arguing their kid deserved an A simply for studying all night, even though that "sudying" was often was just online RPGs.
The trend followed in college for non-major classes. Professors simply didn't care unless a student would be advancing to another class in their department - then they cared enough to fail students, but the grade curve was still logistic. Not the expected "C = passing knowledge".
Even then, I still never saw pedagogical advances outside of brand new assistant professors in liberal arts classes.