Elementary School Teachers' Collaborative Planning Sessions in a Project-Based School

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-3 - Project-Based Learning Application

Abstract

Within the last two decades, there has been a shift from an individualistic view of learning to a more social and community-focused view of learning. This study examined teachers’ collaborative planning sessions while they designed a project-based learning (PBL) unit. This qualitative study used a case study design. Participants included third-grade teachers from an urban charter school that serves a low-income community. Data collection included observations of planning sessions, teacher interviews, researcher reflections and memos. Data were analyzed using constant comparative methods. This study indicated that the planning process was a dynamic, non-linear and an iterative process that required revisions and edits during the project planning and implementation period.

Author

• Zehra Ozturk, Georgia State University