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Systemic impediments to the implemen...

Baer, Lisa.

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Systemic impediments to the implementation of Project Based Learning in middle and high school settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Systemic impediments to the implementation of Project Based Learning in middle and high school settings./
Author:	Baer, Lisa.
Description:	320 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616788
ISBN:	9781303837098

Systemic impediments to the implementation of Project Based Learning in middle and high school settings.
Baer, Lisa.

Systemic impediments to the implementation of Project Based Learning in middle and high school settings. - 320 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2014.

This item must not be sold to any third party vendors.

This study examines the potential structural impediments to the reform movement of Project Based Learning (PBL) that are presented to teachers by the inherent nature of the school system, as well as the ways in which teachers address these systemic barriers when attempting to implement PBL in their classrooms. Much of the current research that is aimed at investigating the transition from traditional teacher-centered learning to student-centered PBL---whether PBL as problem based or project based learning---has focused on the transition issues at the level of individual teacher/student. Systemic barriers, on the other hand, are those features that are inherent to the structure of the system, and that pose---by their very nature---physical and/or political circumstances that are inconsistent with the student-centered and collaborative goals of PBL. It is not enough for teachers, parents, students, and administrators to be philosophically aligned with PBL, if the encompassing school system is structurally incompatible with the method. This study attempts to make the structural impediments to PBL explicit, to determine whether or not the existing school system is amenable to the successful implementation of PBL. Because the universal features of PBL coupled with the ubiquity of factory-model schools is likely to create recurring themes, it is plausible that this study may in fact be analytically generalizable to situations beyond those described by the populations and contexts in this set of purposive, multiple cases. One of the themes that emerged from this study was the role of rural poverty as an underlying cause of student apathy. More research may be needed to see whether science, as taught through PBL and in collaboration with practical arts courses, might be able to address some of the social, gendered, and educational needs of impoverished rural students and their families.

ISBN: 9781303837098Subjects--Topical Terms:

521340
Science education.

Systemic impediments to the implementation of Project Based Learning in middle and high school settings.
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245 1 0 $a Systemic impediments to the implementation of Project Based Learning in middle and high school settings.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Robert D. Sherwood.
502 $a Thesis (Ph.D.)--Indiana University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study examines the potential structural impediments to the reform movement of Project Based Learning (PBL) that are presented to teachers by the inherent nature of the school system, as well as the ways in which teachers address these systemic barriers when attempting to implement PBL in their classrooms. Much of the current research that is aimed at investigating the transition from traditional teacher-centered learning to student-centered PBL---whether PBL as problem based or project based learning---has focused on the transition issues at the level of individual teacher/student. Systemic barriers, on the other hand, are those features that are inherent to the structure of the system, and that pose---by their very nature---physical and/or political circumstances that are inconsistent with the student-centered and collaborative goals of PBL. It is not enough for teachers, parents, students, and administrators to be philosophically aligned with PBL, if the encompassing school system is structurally incompatible with the method. This study attempts to make the structural impediments to PBL explicit, to determine whether or not the existing school system is amenable to the successful implementation of PBL. Because the universal features of PBL coupled with the ubiquity of factory-model schools is likely to create recurring themes, it is plausible that this study may in fact be analytically generalizable to situations beyond those described by the populations and contexts in this set of purposive, multiple cases. One of the themes that emerged from this study was the role of rural poverty as an underlying cause of student apathy. More research may be needed to see whether science, as taught through PBL and in collaboration with practical arts courses, might be able to address some of the social, gendered, and educational needs of impoverished rural students and their families.
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