Advanced Placement Government in Poverty-Impacted Urban Settings: Multidisciplinary Research on Access, Learning, Literacy, and Engagement

Session Type: Symposium

Abstract

This symposium presents findings from an ‘anchored collaboration’ on a multi-year, mixed-methods ‘design experiment’ to develop and test a learning-cycles and project-based approach to AP U.S. Government and Politics, with the entire course centered on simulated political processes: projects as the spine of the course, not occasional activities. A multidisciplinary team used both quantitative (nonrandomized intervention studies with statistically matched intervention and control groups) and qualitative (video analysis, classroom observations, document analyses, individual and group interviews) methods. Our design objectives are deep conceptual learning and meaningful engagement in this much-enrolled course, rather than mere curriculum coverage, plus success for the wider range of students now being admitted to AP coursework. Researchers external to the team will discuss.

Sub Unit

• SIG-Social Studies Research

Chair

• John D. Bransford, University of Washington

Papers

• Key Curriculum Developments in Later Iterations - Walter Parker, University of Washington - Seattle; Jane C Lo, University of Washington - Seattle

• Disciplinary Literacy in the Advanced Placement Government Course in Poverty-Impacted Urban Schools - Sheila Valencia, University of Washington; Sara Nachtigal, University of Washington - Seattle; Carol Margaret Adams, University of Washington

• Classroom Engagement in a Project-Based Learning, Advanced Placement Government Course: When Triggered Interest Fails to Thrive - Jane C Lo, University of Washington - Seattle; Gavin Tierney, University of Washington; Susan E. Cooper, University of Washington; Susan B. Nolen, University of Washington - Seattle

• Contexts Matter: Implementing a Project-Based Advanced Placement Government Course Across Urban School Systems - Diem T. Nguyen, University of Washington

Discussants

• William R. Penuel, University of Colorado - Boulder

• Carole L. Hahn, Emory University