The Impact of Project-Based Learning on Social Studies and Literacy Learning in Low-Income Schools

Overview

Brief based on the following paper:

Duke, N.K., Halvorsen, A-L., Strachan, S.L., Kim, J., & Konstantopoulos, S. (June 2020). Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings. American Educational Research Journal. doi.org/10.3102/0002831220929638

This brief describes the findings of a study into the effects of a project-based learning (PBL) social studies curriculum, Project PLACE, on social studies and literacy achievement among second graders in low-income communities. The study by University of Michigan and Michigan State researchers found the PBL curriculum led to gains in social studies and informational reading. Students using the curriculum experienced a 63-percent gain in social studies learning, translating to five to six months of increased learning. The approach resulted in a 23-percent gain in informational reading, or an additional two months of learning for the year.

Project PLACE calls for a combination of teacher-led and student-led activities all driven by authentic purpose. An important contribution of the study is that it makes the case for the benefits of PBL in high-poverty schools. Research has shown students in low-income schools have fewer opportunities than more privileged students to engage in inquiry-based, student-directed activities.

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Research

Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin

Adah Miller, E., Makori, H., Akgun, S., Miller, C., Li, T., & Codere, S. (2022). Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin. Journal of Research in Science Teaching, 1– 7.

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Research

The Impact of Project-Based Learning on AP Exam Performance

Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach.

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Research Award

Equity-Centered Learning Environments (ECLEs) 

LER funded four research teams who are engaged in ongoing research addressing equity and student-centered learning in educational contexts across the country.

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Research Award

Democratic Knowledge Project

The Democratic Knowledge Project is a project-based learning civics initiative that includes a year-long 8th-grade civics curriculum, Civic Engagement in Our Democracy.

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Research

Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach

This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools.

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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 why the approach is practiced; and finally the existing research, resources, and structures for interdisciplinary education.

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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 Award

Enabling Conditions Collaboratory

The Enabling Conditions Collaboratory brought together four research teams to work towards understanding the conditions that support high-quality PBL.

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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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