March 24, 2022
Thought Leadership

NARST 2022- March 30th, Morning

March 24, 2022
Thought Leadership

Teacher change of practice during Project-based science learning enactment: Case Studies across diverse contexts

Date: March 30, 10:30 AM – 12:00 PM

Discussant: Sam Severance, UC, Santa Cruz

Presider: Joseph S. Krajcik, MSU

Panelists: Miranda Fitzgerald, Tingting Li, Cory Miller, Emily Miller, Selin Akgun, Katy Easley, Susan Codere

SESSION DESCRIPTION

This poster session uses case studies to illustrate the day-to-day changes in classroom practices that created the positive results of a large-scale efficacy study (Authors, in press). The research project spanned three universities, two states, and involved 46 schools with 2371 students and demonstrated that students develop science knowledge and social-emotional learning with the intervention of project-based learning curriculum and professional learning. However, large-scale research obfuscates the teacher and classroom shifts that engender this result. The case studies provide insights from diverse districts to explore (a) challenges that schools face during enactment, (b) day-to-day shifts in classrooms and, (c) teachers’ efforts to adjust the curriculum to align with other initiatives. 

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Research

Designing Project-Based Learning Curricula

This paper provides instructional designers with guidance on how to design high-quality PBL curricula, drawing on the LER research base, the learning science literature, and best practices from the field. To provide developers with guideposts that can inform design decisions, the paper describes a set of design principles that can support the creation of content-rich, student-centered experiences.

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Research

Interdisciplinary Education: Literature Review and Landscape Analysis  

Related to project-based learning, interdisciplinary education can create more relevant learning experiences for all students. This report, produced by RTI International for Lucas Education Research, explores the field of interdisciplinary education through an extensive literature review and landscape analysis. In both parts of the report, RTI examines the definitions of interdisciplinary education; how, where, and […]

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Research

Project Based Learning Virtual Instructional Coaching Networked Improvement Community

This report describes (1) high-leverage virtual instructional coaching practices that surfaced from coach-teacher interactions and (2) lessons learned about the use of improvement science for testing forms and processes developed for the virtual instructional coaching model.

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Research Award

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.

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Research

Project-Based Learning in San Francisco: Research Study Sparks Middle School Science Curriculum

When the San Francisco Unified School District (SFUSD) was looking for a new middle school science curriculum in 2016, it sought a program that would align with the new Next Generation Science Standards and the district’s equity goals.

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Research

Project-Based Learning: How It Can Support Your Child (English Version)

This resource can help parents understand the benefits of rigorous project-based learning.

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Research

Aprendizaje basado en proyectos: Cómo puede aportar a la educación de su hijo (Versión Español)

Este recurso puede ayudar a los padres a entender los provechos de aprendizaje basado en proyectos rigurosos (rigorous project-based learning).

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Research

Motivating Teaching, Sustaining Change in Practice

Miller, E.C., Severance, S., and Krajcik, J. (2021). Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts, Journal of Science Teacher Education, 32:7, 757-779 In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice – and sustain in these changes in practice […]

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Research

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 […]

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Research

Project-Based Learning Digital Toolkit

New research demonstrates that students in Project-Based Learning (PBL) classrooms across the United States significantly outperform students in typical classrooms. 

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