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Factors affecting project-based lear...

Savage, Richard.

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Factors affecting project-based learning practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors affecting project-based learning practices./
作者:	Savage, Richard.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3535697
ISBN:	9781267881311

Factors affecting project-based learning practices.
Savage, Richard.

Factors affecting project-based learning practices. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 186 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ed.D.)--University of La Verne, 2012.

Purpose: The purpose of this study was to examine the factors of effective PBL practices at New Technology high schools across the country. The study identified many of (1) the contributing factors, (2) the prohibiting factors, (3) the necessary components, and (4) how schools have overcome prohibiting factors and leveraged contributing factors of effective PBL practices.

ISBN: 9781267881311Subjects--Topical Terms:

3172279
Instructional design.

Factors affecting project-based learning practices.
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245 1 0 $a Factors affecting project-based learning practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2012
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Adviser: Debbie Blow.
502 $a Thesis (Ed.D.)--University of La Verne, 2012.
520 $a Purpose: The purpose of this study was to examine the factors of effective PBL practices at New Technology high schools across the country. The study identified many of (1) the contributing factors, (2) the prohibiting factors, (3) the necessary components, and (4) how schools have overcome prohibiting factors and leveraged contributing factors of effective PBL practices.
520 $a Methodology: The subjects in the present study were 21 principals and teachers of New Tech Network public high schools throughout the country. Subjects participated in an individual interview by phone and responded to five open-ended questions regarding effective PBL instructional practices. The responses were coded and trends were identified and categorized.
520 $a Findings: Examination of the qualitative data from the participants' responses indicated that the primary factors that affect effective PBL instructional practices are establishing a school culture that fosters PBL and promotes buy-in, engaging in shared planning and/or collaboration time for the staff, providing PBL staff professional development, and using common practices (language & assessments/rubrics) throughout the school. While many other factors are presented and discussed, these four were the factors mentioned most often.
520 $a Conclusions: The study data support the conclusion that there are many factors that affect effective PBL instructional practices. The most commonly identified factors are regarding school culture, teacher training and professional development, and common practices.
520 $a Recommendations: Further research is advised. Recommendations include the following: (1) Determine how large a role culture plays in effective PBL practices, (2) Determine the specific relationship between the contributing factors to effective PBL practices and the ways schools leverage these contributing factors and the specific relationship between the prohibiting factors which impede effective PBL practices and ways to overcome the prohibiting factors of an effective PBL curriculum, and (3) A similar study should be conducted with schools that are identified as using a PBL curriculum but are not part of the New Tech Network.
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