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Project-based Learning Instruction f...

Shauger, Robert C.,

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Project-based Learning Instruction for a Student with Disabilities: Experiences of a Student and Teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Project-based Learning Instruction for a Student with Disabilities: Experiences of a Student and Teachers // Robert C Shauger.
Author:	Shauger, Robert C.,
Description:	1 electronic resource (238 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28026525
ISBN:	9798672196855

Project-based Learning Instruction for a Student with Disabilities: Experiences of a Student and Teachers /
Shauger, Robert C.,

Project-based Learning Instruction for a Student with Disabilities: Experiences of a Student and Teachers /Robert C Shauger. - 1 electronic resource (238 pages)

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Students with disabilities have been underrepresented in research examining the implementation of project-based learning (PBL) instruction. This qualitative case study described the experiences of a student with a disability in an inclusive classroom where teachers used PBL instruction. I used interviews, observations, audio recorded conversations in class, and analyzed teacher-created curriculum documents and student artifacts. Thematic analysis generated four primary themes including: Supporting students, student buy-in, teacher and student interactions in PBL are complex, and student demonstration of learning. Recommendations for classroom practice to support students with disabilities in PBL instruction included extensive teacher collaboration, individualized instruction, and teaching students time management skills. Extensive and continuous regular planning time and an emphasis on the social nature of learning also emerged as important implications for teacher practice. Suggestions for future research include more studies investigating PBL instruction including students with disabilities as well as studies of PBL in other settings.

English

ISBN: 9798672196855Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Case study

Project-based Learning Instruction for a Student with Disabilities: Experiences of a Student and Teachers /
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500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
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502 $b Ph.D. $c The University of New Mexico $d 2020.
520 $a Students with disabilities have been underrepresented in research examining the implementation of project-based learning (PBL) instruction. This qualitative case study described the experiences of a student with a disability in an inclusive classroom where teachers used PBL instruction. I used interviews, observations, audio recorded conversations in class, and analyzed teacher-created curriculum documents and student artifacts. Thematic analysis generated four primary themes including: Supporting students, student buy-in, teacher and student interactions in PBL are complex, and student demonstration of learning. Recommendations for classroom practice to support students with disabilities in PBL instruction included extensive teacher collaboration, individualized instruction, and teaching students time management skills. Extensive and continuous regular planning time and an emphasis on the social nature of learning also emerged as important implications for teacher practice. Suggestions for future research include more studies investigating PBL instruction including students with disabilities as well as studies of PBL in other settings.
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