ABSTRACT
I n his book, The Reflective Practitioner, Donald Schön (1983) describes a typical public school, where "[t]he curriculum is conceived as a menu of information and skills, each lesson plan is a serving, and the entire process is treated as a cumulative, progressive development" (p. 329). Research, evaluation, and teaching based on what Schon calls a "bureaucratic efficiency" model is aimed at providing a normative, uniform curriculum for the majority of students.
