Tara Partow was a 2021 Leadership for Educational Equity (LEE) fellow at Lucas Education Research, where she supported virtual professional learning communities in their implementation of project-based learning. Tara is an educator and youth advocate with experience working in charter, public, and private schools within the state of New Mexico. As an English teacher and experiential educator, she has cultivated a strong interest in the impact of restorative justice practices, community-responsive teaching, and project-based learning in schools. Tara holds a B.A. in Feminist, Gender, and Sexuality Studies from Scripps College, with a minor in Hispanic Studies. She currently works as a Resident Coordinator and Experiential Educator at The Armand Hammer United World College.
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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.Learn More
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.Learn More
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.Learn More
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.Learn More
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.Learn More
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.Learn More
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 […]Learn More
Enabling Conditions Collaboratory
The Enabling Conditions Collaboratory brought together four research teams to work towards understanding the conditions that support high-quality PBL.Learn More
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.Learn More
Project-Based Learning: How It Can Support Your Child (English Version)
This resource can help parents understand the benefits of rigorous project-based learning.Learn More
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