The Impact of Project-Based Learning on AP Exam Performance

被引：3

作者：

Saavedra, Anna Rosefsky ^{[1
]}

Morgan, Kari Lock ^{[2
]}

Liu, Ying ^{[3
]}

Garland, Marshall W. ^{[3
]}

Rapaport, Amie ^{[3
]}

Hu, Alyssa ^{[4
]}

Hoepfner, Danial ^{[5
]}

Haderlein, Shira Korn ^{[6
]}

机构：

[1] Univ Southern Calif, Domsife Ctr Econ & Social Res, 635 Downey Way,VPD,Suite 505, Los Angeles, CA 90089 USA

[2] Penn State Univ, Stat, 325 Thomas Bldg, University Pk, PA 16802 USA

[3] Univ Southern Calif, Ctr Econ & Social Res, 635 Downey Way,VPD,Suite 505, Los Angeles, CA 90089 USA

[4] Penn State Univ, Eberly Coll Sci, Dept Stat, 26 Thomas Bldg, University Pk, PA 16802 USA

[5] Gibson Consulting Grp, 1801 South Mopac Expressway,Suite 270, Austin, TX 78746 USA

[6] Math Policy Res, Princeton, NJ USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2022年 / 44卷 / 04期

关键词：

curriculum; high schools; instructional practices; program evaluation; experimental research; hierarchical linear modeling; mixed methods; PROFESSIONAL-DEVELOPMENT; MIDDLE-SCHOOL; TEACHING PRACTICES; STUDENTS; METAANALYSIS; COMMUNITIES; INSTRUCTION; ACHIEVEMENT; CURRICULUM; CLASSROOM;

D O I：

10.3102/01623737221084355

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Harnessing a cluster randomized controlled trial, we estimated the impact on students' advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.

引用

页码：638 / 666

页数：29

共 72 条

[21] Effects of problem-based learning: a meta-analysis
Dochy, F
Segers, M
Van den Bossche, P
Gijbels, D
[J]. LEARNING AND INSTRUCTION, 2003, 13 (05) : 533 - 568
[22] Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered
Dole, Sharon
Bloom, Lisa
Kowalske, Kristy
[J]. INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING, 2016, 10 (01):
[23] Drake K.N., 2009, J ELEMENTARY SCI ED, V27, P1, DOI [10.1007/BF03174712, DOI 10.1007/BF03174712, 10.1007/bf03174712]
[24] 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
Duke, Nell K.
Halvorsen, Anne-Lise
Strachan, Stephanie L.
Kim, Jihyun
Konstantopoulos, Spyros
[J]. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 2021, 58 (01) : 160 - 200
[25] Fairweather J., 2008, Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education: A status report for the National Academies National Research Council Board of Science Education
[26] Finkelstein N., 2010, 20104002 NCEE US DEP
[27] Finn C.E., 2019, LEARNING FAST LANE P
[28] Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Fischer, Christian
Fishman, Barry
Dede, Chris
Eisenkraft, Arthur
Frumin, Kim
Foster, Brandon
Lawrenz, Frances
Levy, Abigail Jurist
McCoy, Ayana
[J]. TEACHING AND TEACHER EDUCATION, 2018, 72 : 107 - 121
[29] Fishman B, 2018, INTERNATIONAL HANDBOOK OF THE LEARNING SCIENCES, P393
[30] Examining the Effect of Teachers' Adaptations of a Middle School Science Inquiry-Oriented Curriculum Unit on Student Learning
Fogleman, Jay
McNeill, Katherine L.
Krajcik, Joseph
[J]. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2011, 48 (02) : 149 - 169

← 1 2 3 4 5 6 7 8 →