Enthusiasm for student-centered, process oriented teaching reached its height during the seventies, as evidenced by the number of research articles published during the period. Currently, however, there is growing interest in making schools more flexible to accommodate student differences and to shift from a knowledge-driven curriculum to a process-driven, systems approach, but with more accountability than in the past.
In this paper I examined an unusually structured student-centered, process-oriented senior project in a language arts class. I observed the class and interviewed the students and teacher in an attempt to probe the project's effectiveness in achieving its goals, namely, to promote autonomous, responsible learners flexible to an ever-changing world.
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