Implementing Meaningful And Sustainable Project Based Learning Pedagogy

<p>The traditional model of PK-12 education, with increased emphasis on preparing students for standardized assessments, challenges educators striving to keep students engaged in learning. Project-Based Learning (PBL), a growing teaching methodology, is designed to address the challenge of disengagement by making learning meaningful and more engaging. The purpose of this qualitative case study was to document teachers’ perceptions and understandings of Project Based Learning (PBL) in a K-12 international school in Asia in an effort to address the on-going debates about the effectiveness of its implementation. Conceptually, this case study was framed using significant aspects of the constructivist theory, while briefly referencing other pedagogical theories. In addition, data were collected, reviewed and analyzed from personal interviews, <em>Unit Abstract</em> survey responses, and PBL documents taken from 20 educator participants. The findings and themes of this case study revealed that K-12 educators at a large international school described their experience of implementing PBL as fluctuating in its success and challenges. However, participants clearly identified PBL as engaging for students and a good pedagogy. They also described the implementation of PBL as difficult to enact and a paradigm shift in education. This case study advances intellectual conversations that inform the debate regarding PBL through identifying effective approaches to and challenges of implementing Project-Based Learning. PBL is a compelling pedagogy with potential to lead to greater student achievement. <strong></strong></p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2016

Author dc:creator

• Philen, Jasmeen

Contributors dc:contributor

• Michelle Collay
• Suzan Nelson
• Mark Hardeman

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods

Repository record dc:identifier

https://dune.une.edu/theses/103

OAI identifier oai:identifier

oai:dune.une.edu:theses-1102