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| 說明 | 1 online resource (133 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A |
| Adviser: William Bickel |
| Thesis (Ed.D.)--University of Pittsburgh, 2014 |
| Includes bibliographical references |
| 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 |
| 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 |
| 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 |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2017 |
| Mode of access: World Wide Web |
| 主題 | Curriculum development |
| Middle school education |
| Secondary education |
| Education policy |
| Electronic books. |
| 0727 |
| 0450 |
| 0533 |
| 0458 |
| ISBN/ISSN | 9781321615081 |
