A Case Study Examining How School Leaders Support School-Wide Implementation of Problem-Based Learning in a Comprehensive Public High School

• In Event: ST&C - Transformers: Leading Systemic Change in Schools

Short Description

Through a large federal grant, school leaders at a comprehensive, public high school serving a diverse group of students undertook a curricular shift from traditional lecture-based curriculum to problem-based curriculum. This case study examines the supports that the school leadership team implemented to support school-wide transition to PBL. Tensions between perceptions of effectiveness and additional supports desired by teachers are also discussed.

Author

• Matthew Callison, Indiana University Bloomington