Knowledge in Action Efficacy Study Over Two Years
Saavedra, A.R., Liu Y., Haderlein, S.K., Rapaport, A., Garland, M., Hoepfner, D., Morgan, K.L., & Hu, A. (February 2021). Knowledge in Action Efficacy Study Over Two Years. USC Dornsife Center for Economic and Social Research.
Knowledge in Action is a project-based learning approach to Advanced Placement. Developers designed KIA intervention—comprised of curriculum, instructional materials, and robust professional development supports for teachers—to bolster students’ deeper understanding of content and skills. A randomized controlled trial efficacy evaluation of the Knowledge in Action intervention was conducted in 2016-17 with a follow-up study of RCT schools in 2017-18. This report describes the study motivation, context, research methods, results, and implications.
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The Evidence is Clear: Rigorous Project-Based Learning is an Effective Lever for Student Success
Lucas Education Research. (2021). The Evidence is Clear: Rigorous Project-Based Learning is an Effective Lever for Student Success. Lucas Education Research. Four newly released peer-reviewed research studies show that using rigorous project-based learning in U.S. public schools has strong and positive effects on student outcomes across grades and subjects. Project-based learning (PBL) is an inquiry-based […]Learn More
Enabling Conditions for Scaling Project-Based Learning
Zuckerbrod, N., De Vivo, K., and Udall, D. (2021). Enabling Conditions for Scaling Project-Based Learning. Lucas Education Research. This paper reviews the work of the Enabling Conditions Collaboratory (ECC), a team of researchers that looked across research projects to study the conditions that support the success of project-based learning. The researchers found that student engagement […]Learn More
Project-Based Learning Boosts Student Achievement in AP Courses
This brief examines the findings of a study conducted by researchers at the University of Southern California examining a project-based approach to Advanced Placement courses.Learn More
Project-Based Learning Leads to Gains in Science and Other Subjects in Middle School and Benefits All Learners
This research brief highlights the findings of a study looking at the impact of a project-based approach to science instruction in middle school.Learn More
Multiple Literacies in Project-Based Learning
Multiple Literacies in Project-Based Learning is a 3rd, 4th, and 5th grade science program developed by the University of Michigan and Michigan State University.Learn More
Project-Approach to Literacy and Civic Engagement (PLACE) Project
Project PLACE is a second-grade, project-based learning social studies and literacy program developed by teams from University of Michigan and Michigan State University.Learn More
Investigating the Role of Curriculum Materials
“Investigating the Role of Curriculum Materials” was a study that examined the various factors that influenced an educator’s success in shifting to a project-based learning curriculum model.Learn More
Learning Through Performance
In an effort to accelerate and deepen student learning of the Next Generation Science Standards and the Common Core State Standards in mathematics, the Understanding Language - Stanford Center for Assessment, Learning, and Equity (UL-SCALE) developed sixth-grade project-based curricula with performance-based assessments.Learn More
Equity in Science Education
Equity in Science Education is a 6th, 7th, and 8th grade, project-based learning science program developed by the Stanford Center for Assessment, Learning, and Equity in conjunction with the San Francisco Unified School District.Learn More
Core Practices for Project-Based Teaching
Core Practices for Project-Based Teaching is a study by researchers at the University of Pennsylvania Graduate School of Education. Project research focuses on the critical role professional development and instructional quality play in fostering meaningful student learning.Learn More
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