We identify strategic collaborations with university-based researchers, educational research firms, and like-minded non-profits to establish strong partnerships with districts, schools, and teachers.
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. The curriculum takes a cross disciplinary approach to sciences, integrating science ideas and practices with lessons in language literacy, mathematical thinking, and technology.
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. Project research findings suggest that PBL pedagogy can significantly narrow achievement gaps between communities.
Building a Networked Improvement Community
In this study, SRI International, PBLWorks (formerly the Buck Institute for Education), and Lucas Education Research (LER) formed a network of PBL instructional coaches, teachers, and leaders called the Project-Based Learning Virtual Instructional Coaching (VIC) Networked Improvement Community. The VIC network developed a virtual instructional coaching model for project-based contexts and refined it over time […]
Investigating the Role of Curriculum Materials
“Investigating the Role of Curriculum Materials” was a study led by University of Michigan graduate student Susanna Farmer with guidance from her advisor Dr. Deborah Ball. The project examined the various factors that influenced an educator’s success in shifting to a Project-Based Learning curriculum model.
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. This study was led by Drs. Linda Darling Hammond, Kenji Hakuta and Raymond Pecheone.
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. It integrates the Next Generation Science Standards and the Common Core State Mathematics Standards with year-long science curricula tailored to Bay Area students.
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.
Democratic Knowledge Project
The Democratic Knowledge Project is a project-based learning civics initiative developed by Harvard University’s Edmond J. Safra Center for Ethics and Project Zero. It includes a year-long 8th-grade civics curriculum, Civic Engagement in Our Democracy.
Knowledge in Action
The Knowledge in Action project is an Advanced Placement focused high school program developed by the University of Washington. It includes courses for AP U.S. Government and Politics, AP Environmental Science, and AP Physics. Research suggests that a project-based learning approach can be applied to rigorous high school courses to promote depth of learning while still covering essential content.
Knowledge in Action Validation Study
This evaluation, led by Anna R. Saavedra at the University of Southern California’s Center for Economic and Social Research (CESR), examines the efficacy of the Knowledge in Action curricula and instructional practices for two AP courses. The study employs a randomized control trial approach to estimate the causal impact of the Knowledge in Action courses on student outcomes.
Compose Our World
Compose Our World is a ninth-grade, project-based English language arts curriculum developed by the University of Colorado at Boulder in partnership with Stanford University. The program places an emphasis on social emotional learning by incorporating lessons on reflection, empathy, and fun.
Design-based research informed ongoing development of this middle school social studies course, which also supports literacy development as reflected in the Common Core ELA standards. This collaboration, between Educurious and RMC Research, identified key areas for improvement of the curriculum and adult learning program in order to support high-quality replication in district-wide partnerships.
Find Out More
Preparing Teachers for Project-Based Teaching
This article discusses how to prepare teachers for project-based teaching using core practices.Learn More
The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning
This article discusses how the Project-Based curriculum framework designed by researchers from SCALE Science aligns to the new NGSS standards.Learn More
Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text
Read about Knowledge in Action, a pedagogical model that centers on a rigorous form of project-based learning in which the projects are weeks-long simulations.Learn More
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