東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

A Phenomenological Case Study of Teacher Perceptions on the Effectiveness of Project-Based Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Case Study of Teacher Perceptions on the Effectiveness of Project-Based Learning./
Author:	Bartz, Dawn.
Description:	1 online resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30242206click for full text (PQDT)
ISBN:	9798374410471

A Phenomenological Case Study of Teacher Perceptions on the Effectiveness of Project-Based Learning.
Bartz, Dawn.

A Phenomenological Case Study of Teacher Perceptions on the Effectiveness of Project-Based Learning. - 1 online resource (138 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ed.D.)--St. John's University (New York), 2023.

Includes bibliographical references

This qualitative phenomenological case study explored the experiences of three middle school social studies teachers as they implemented a unit of instruction using project-based learning (PBL) in their eighth grade, social studies classrooms. Middle school is often where we see student engagement significantly diminishing and national scores on reading, writing and mathematics declining; the COVID-19 pandemic has exacerbated this. PBL, as an instructional methodology that promotes hands-on learning and a strong connection between the classroom and the outside world, and first introduced in the early 1900s by John Dewey and William Kilpatrick, may help to stem the pandemic's effects that have compounded a further loss in student engagement and overall learning loss. The participants in this research study teach at three different schools in a large, urban school district in the Northeast in which achievement and student engagement are low. The study was conducted as students and teachers returned to school during the second year of the COVID-19 pandemic. This research study is provides a phenomenological case study of teacher perceptions about the effectiveness of project-based learning in an urban, middle school environment. The study's participants implemented a unit of study in their U.S. History classes using PBL as the main instructional methodology over the course of four weeks. This study focused on the participants' perceptions before, during and after implementation. The results of this study can be used to inform researchers, education policy makers, and school district leaders on the effectiveness of PBL in increasing student engagement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374410471Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Case studyIndex Terms--Genre/Form:

542853
Electronic books.

A Phenomenological Case Study of Teacher Perceptions on the Effectiveness of Project-Based Learning.
LDR:03179nmm a2200421K 4500 001 2356305
005 20230612072302.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798374410471
035 $a (MiAaPQ)AAI30242206
035 $a AAI30242206
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bartz, Dawn. $3 3696784
245 1 2 $a A Phenomenological Case Study of Teacher Perceptions on the Effectiveness of Project-Based Learning.
264 0 $c 2023
300 $a 1 online resource (138 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisor: Campbell, James.
502 $a Thesis (Ed.D.)--St. John's University (New York), 2023.
504 $a Includes bibliographical references
520 $a This qualitative phenomenological case study explored the experiences of three middle school social studies teachers as they implemented a unit of instruction using project-based learning (PBL) in their eighth grade, social studies classrooms. Middle school is often where we see student engagement significantly diminishing and national scores on reading, writing and mathematics declining; the COVID-19 pandemic has exacerbated this. PBL, as an instructional methodology that promotes hands-on learning and a strong connection between the classroom and the outside world, and first introduced in the early 1900s by John Dewey and William Kilpatrick, may help to stem the pandemic's effects that have compounded a further loss in student engagement and overall learning loss. The participants in this research study teach at three different schools in a large, urban school district in the Northeast in which achievement and student engagement are low. The study was conducted as students and teachers returned to school during the second year of the COVID-19 pandemic. This research study is provides a phenomenological case study of teacher perceptions about the effectiveness of project-based learning in an urban, middle school environment. The study's participants implemented a unit of study in their U.S. History classes using PBL as the main instructional methodology over the course of four weeks. This study focused on the participants' perceptions before, during and after implementation. The results of this study can be used to inform researchers, education policy makers, and school district leaders on the effectiveness of PBL in increasing student engagement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Instructional design. $3 3172279
650 4 $a Middle school education. $3 969762
653 $a Case study
653 $a Engagement
653 $a Inquiry-based learning
653 $a Middle school
653 $a Phenomenological study
653 $a Project-based learning
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0447
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a St. John's University (New York). $b SOE Department of Administrative and Instructional Leadership. $3 3557433
773 0 $t Dissertations Abstracts International $g 84-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30242206 $z click for full text (PQDT)