ABSTRACT
Historically, teacher-centered approaches to teaching and learning have been the norm, but research has shown that they have not worked for all students. More recently, student-centered learning has gained considerable interest among educators. This chapter presents recent findings from a two-year qualitative case study of a new innovative public elementary school that places student-centered learning at the core of its efforts to improve teaching and learning. Using a constructivist perspective to understand the dynamics of reform implementation, the findings presented here indicate that even the best of intentions to reform education result in unintended consequences when educators bump up against traditional notions of school culture and structure. This study has important implications for research on educational policy and change. The findings are formative for policymakers and educators as they attempt to engage or introduce student-centered practices and other progressive educational reforms.
