Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders' Social Studies and Literacy Learning and Motivation in Low-SES School Settings

被引:50
作者
Duke, Nell K. [1 ]
Halvorsen, Anne-Lise [2 ,3 ]
Strachan, Stephanie L. [5 ,6 ]
Kim, Jihyun [7 ]
Konstantopoulos, Spyros [4 ]
机构
[1] Univ Michigan, Sch Educ, Literacy Language & Culture & Combined Program Ed, Room 4109,610 East Univ Ave, Ann Arbor, MI 48109 USA
[2] Michigan State Univ, Dept Teacher Educ, E Lansing, MI 48824 USA
[3] Michigan State Univ, Curriculum Instruct & Teacher Educ Program, E Lansing, MI 48824 USA
[4] Michigan State Univ, Coll Educ, Quantitat Methods, E Lansing, MI 48824 USA
[5] Western Washington Univ, Woodring Coll Educ, Bellingham, WA 98225 USA
[6] Western Washington Univ, Language Literacy & Cultural Studies Program, Bellingham, WA 98225 USA
[7] Lehigh Univ, Educ Leadership Program, Bethlehem, PA 18015 USA
关键词
high-poverty school districts; informational reading and writing; low-SES; project-based learning; social studies; INQUIRY-BASED SCIENCE; EDUCATIVE CURRICULUM MATERIALS; INFORMATIONAL TEXTS; READING-INSTRUCTION; ACHIEVEMENT; TEACHERS; SUPPORT; IMPLEMENTATION; ENVIRONMENTS; CLASSROOMS;
D O I
10.3102/0002831220929638
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low-socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading.
引用
收藏
页码:160 / 200
页数:41
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