Published Articles

This is a collection of articles on the work of our grantees that have been published in professional journals and magazines.

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Project-Based Learning Not Just for STEM Anymore

Duke, N.K., Halvorsen A-L., & Strachan, S. L. (2016). Project-based learning not just for STEM anymore. Phi Delta Kappan, 98 (1).

The popularity of project-based learning has been driven in part by a growing number of STEM schools and programs. But STEM subjects are not the only fertile ground for project based learning. Social studies and literacy content, too, can be adapted into PBL units to benefit teaching and learning, the authors argue.

Published: August 2016

Project-Based Learning Not Just for STEM Anymore

Duke, N.K., Halvorsen A-L., & Strachan, S. L. (2016). Project-based learning not just for STEM anymore. Phi Delta Kappan, 98 (1).

The popularity of project-based learning has been driven in part by a growing number of STEM schools and programs. But STEM subjects are not the only fertile ground for project based learning. Social studies and literacy content, too, can be adapted into PBL units to benefit teaching and learning, the authors argue.

Published: August 2016

Project-Based Instruction: A Great Match for Informational Texts

Duke, N.K. (2016). Project-Based Instruction: A Great Match for Informational Texts. American Educator, 40 (3).

Research increasingly shows that project-based approaches- in which students build something, create something, solve a real problem or address a real need- improve students' knowledge and skills.

Published: Fall 2016

Project-Based Instruction: A Great Match for Informational Texts

Duke, N.K. (2016). Project-Based Instruction: A Great Match for Informational Texts. American Educator, 40 (3).

Research increasingly shows that project-based approaches- in which students build something, create something, solve a real problem or address a real need- improve students' knowledge and skills.

Published: Fall 2016

Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text

Parker, W.C., Lo, J. C. (2016). Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text. Democracy and Education, 24 (1), Article 6.

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.

Published: March 2016

Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text

Parker, W.C., Lo, J. C. (2016). Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text. Democracy and Education, 24 (1), Article 6.

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.

Published: March 2016

Beyond Breadth-Speed-Test: Toward Deeper Knowing and Engagement in An Advanced Placement Course

Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., Nolen, S. B., Bransford, J. D. & Vye, N. J. (2013). Beyond Breadth-Speed-Test: Toward Deeper Knowing and Engagement in an Advanced Placement Course [abstract]. American Educational Research Journal. doi.org/10.3102/0002831213504237

Read about a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics.

Published: December 2013

Beyond Breadth-Speed-Test: Toward Deeper Knowing and Engagement in An Advanced Placement Course

Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., Nolen, S. B., Bransford, J. D. & Vye, N. J. (2013). Beyond Breadth-Speed-Test: Toward Deeper Knowing and Engagement in an Advanced Placement Course [abstract]. American Educational Research Journal. doi.org/10.3102/0002831213504237

Read about a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics.

Published: December 2013

Rethinking Advanced High School Coursework: Tackling the Depth/Breadth Tension in the AP US Government and Politics Course

Parker, W., Mosborg, S., Bransford, J., Vye, N., Wilkerson, J. & Abbott, R. (2011). Rethinking advanced high school coursework: tackling the depth/breadth tension in the AP US Government and Politics course. Journal of Curriculum Studies, 43 (4).

This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course—Advanced Placement (AP) US Government and Politics.

Published: August 2011

Rethinking Advanced High School Coursework: Tackling the Depth/Breadth Tension in the AP US Government and Politics Course

Parker, W., Mosborg, S., Bransford, J., Vye, N., Wilkerson, J. & Abbott, R. (2011). Rethinking advanced high school coursework: tackling the depth/breadth tension in the AP US Government and Politics course. Journal of Curriculum Studies, 43 (4).

This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course—Advanced Placement (AP) US Government and Politics.

Published: August 2011

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