From Mandatory Requirement to Authentic Learning: Multicase Study of Grade 8 Student-Led Civics in Massachusetts (Poster 22)

• In Event: AERA Poster Session 1
  In Poster Session: Research on the Complexity of Learning Environments (San Diego)

Abstract

In 2018, Massachusetts passed a new civic education bill requiring a year-long civic education curriculum for Grade 8 and student-led civics projects for all public schools. Based on the Deeper Civic Learning/Problem-Based Learning framework, this multi-site case study investigates how student-led civics projects are implemented in diverse educational contexts across the state. Using the design-based implementation research approach, we collected data on student-led civics curriculum design, professional development, teacher practice, and student learning from 14 teachers from 9 school districts across Massachusetts. The data show that teacher implementation widely varied according to teachers’ prior experience with PBL and other contextual factors. Further analysis will articulate key instructional and curricular support necessary for the development of strong student civic agency.

Authors

• Chaebong Nam, University of Missouri - St. Louis

• Ariana Zetlin, University of Pennsylvania

• Lisa Utzinger Shen, N/A