Identifying and Serving High-Ability Low-Income Students With Problem-Based Learning

• In Event: 25.058 - Challenging All Advanced Learners: Research Insights From Projects Funded by the Jacob K. Javits Program

Abstract

This study uses an experimental design to explore the use of Problem Based Learning (PBL) in seventh and eighth grade English Language Arts (ELA) classrooms to provide teachers a new perspective for identifying and serving high-ability low income students in advanced classes, a group that is historically underserved by gifted programs. Results indicated that when utilized in diverse and low-SES schools, PBL helps teachers close the opportunity gap.

Early identification and intervention for high-ability low-income students is one solution to this problem, but it is only a partial solution. Multiple entry points allows students who were missed during early childhood identification to be identified and served later on. Problem-Based Learning (PBL) has been established as a valid educational model based on studies conducted in medical schools and P-12 classrooms (Gallagher, 1997; Hung, Jonassen & Liu, 2008). When PBL is properly designed and delivered, students acquire as much or more content and skills as students who receive more traditional instruction (Feng, Van Tassel-Baska, Quek, Bai, & O'Neill, 2005; Gallagher & Stepien, 1996; Goodnough & Cashion, 2003; Horak, 2013). Students in PBL classes report on non-cognitive outcomes such as higher motivation, confidence, enthusiasm, persistence, engagement, self- efficacy, and willingness to problem-solve and share knowledge in PBL settings (Belland, Glazewski, and Ertmer, 2009; Tarhan, Ayar-Kayali, Urek, and Acar, 2008). Results also indicate students believe it improved the quality of the learning environment (Cerezo, 2004).
Through the course of the study implementation will scale-up, but this session will focus on the results from three schools involved during years 1 and 2. All seventh grade students at the three schools received PBL instruction, regardless of ability; thus 671 students received PBL. In the first year of this project, participants included 5 language arts teachers and 385 of their students from a middle school in a Mid-Atlantic school district. In the second year, two more schools were added to the project. All teachers received 3 days of professional development prior to teaching the unit. Project staff observed several lessons during unit implementation to ensure fidelity to the PBL model. After completing the unit, teachers were asked to select students who they thought demonstrated academic potential that was not evident before the PBL experience. Students identified for gifted services were randomly assigned to treatment (PBL in a gifted classroom) and control (a traditional gifted classroom) groups for eighth grade English.
Quantitative and qualitative measures were gathered to (a) test the teachers' judgments according to independent, objective criteria, (b) dig deeper into methods used by teachers in the identification process and (c) compare and contrast the achievement and engagement of students identified by the implementation of the PBL. Demographic data was used to examine the data in the context of specific sub-groups such as low-income and ELL students. Quantitative data and interviews indicate that PBL increases learning opportunities for underserved groups and helps identify potentially gifted students.

Authors

• Anne Horak, George Mason University

• Beverly D Shaklee, George Mason University

• Nancy Holincheck, George Mason University