ABSTRACT
The educational reform movement of the 1980s and 1990s issued a call for changes in traditional teacher-student roles, learning strategies, and instructional materials. Generally, the reformers have criticized the teacher domination and student passivity that characterize many classroom lessons. Some have advocated techniques that incorporate critical-thinking procedures and process learning and view the teacher as a facilitator who actively engages students in their own instruction (Goodlad, 1984; Sizer, 1984, 1992).
