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The challenges of implementing proje...

Harris, Matthew James.

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The challenges of implementing project-based learning in middle schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The challenges of implementing project-based learning in middle schools./
Author:	Harris, Matthew James.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3690756
ISBN:	9781321615081

The challenges of implementing project-based learning in middle schools.
Harris, Matthew James.

The challenges of implementing project-based learning in middle schools. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 133 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2014.

Project-based learning is an instructional approach that requires teachers and students to work collaboratively to solve authentic problems guided by a driving question and often making use of technology for research and the presentation of findings. This study examined middle school teachers' perceptions associated with the implementation of project-based learning and explored the challenges teachers perceive they face when implementing project-based learning, the ways they respond to these challenges, and the role teachers perceive 21st Century skills play in a project-based learning implementation. The purpose of the study was to examine teachers' perceptions of for consideration of future implementations of project-based learning. The study was conducted at a suburban middle school outside Pittsburgh, PA. Forty-nine teachers responded to a questionnaire designed to collect data on their perceptions. The participants were asked to rate challenges they face against a set list of challenges developed through selected literature on project-based learning implementations (Bender, 2012; Markham, Larmer, & Ravitz, 2003). The participants were also asked to explain ways they respond to the perceived challenges and to rate the degree to which they perceived project-based learning addressed 21st Century skills as defined by the Partnership for 21st Century skills.

ISBN: 9781321615081Subjects--Topical Terms:

684418
Curriculum development.

The challenges of implementing project-based learning in middle schools.
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245 1 4 $a The challenges of implementing project-based learning in middle schools.
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500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: William Bickel.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2014.
520 $a Project-based learning is an instructional approach that requires teachers and students to work collaboratively to solve authentic problems guided by a driving question and often making use of technology for research and the presentation of findings. This study examined middle school teachers' perceptions associated with the implementation of project-based learning and explored the challenges teachers perceive they face when implementing project-based learning, the ways they respond to these challenges, and the role teachers perceive 21st Century skills play in a project-based learning implementation. The purpose of the study was to examine teachers' perceptions of for consideration of future implementations of project-based learning. The study was conducted at a suburban middle school outside Pittsburgh, PA. Forty-nine teachers responded to a questionnaire designed to collect data on their perceptions. The participants were asked to rate challenges they face against a set list of challenges developed through selected literature on project-based learning implementations (Bender, 2012; Markham, Larmer, & Ravitz, 2003). The participants were also asked to explain ways they respond to the perceived challenges and to rate the degree to which they perceived project-based learning addressed 21st Century skills as defined by the Partnership for 21st Century skills.
520 $a The researcher found that teachers perceived that time, meeting state accountability requirements, addressing the standards, implementing the project within the schools schedule and designing the project-based experience were most challenging when implementing project-based learning. The study also found that teachers either knew how to respond to challenges or expressed further concern about doing so. The 21st Century skills teachers perceived project-based learning addressed more effectively than more traditional methods of instruction were communication and collaboration, creativity and innovation, and critical thinking and problem solving.
520 $a The findings suggest that professional development may help alleviate some of the perceived challenges teachers face when implementing project-based learning. The study also suggests that 21st Century skills play a valuable role in project-based learning implementations and should be specifically addressed in the development and implementation of project-based learning experiences.
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