Project-Based-Learning Civics Teachers as Curriculum Specialists: Centering Teachers Through Design-Based Implementation Research

• In Event: Constructing Educational Possibilities With Teachers at the Center of Project-Based Learning Design and Enactment

Abstract

Purpose
In 2021-2022 six 8th grade civics teachers piloting a new curriculum were given the title, “curriculum specialists” by a curriculum design team. They worked alongside the curriculum designers to re-design the existing PBL curriculum. Among other goals, they aimed to
increase its accessibility for all learners. During the school year, the curriculum specialists (CS) met with the curriculum designers twice a month over Zoom. They discussed their implementation experiences with the newly re-designed civics curriculum and received support. The purpose of this study is to analyze the modifications the CS teachers made to the curriculum while implementing. Specifically, we ask: what elements of PBL were most challenging to implement? How did teachers modify these elements to address these
challenges?

Perspectives
This paper explores a design-based implementation research (DBIR) study investigating a year-long 8th grade civics curriculum re-design process. DBIR is grounded in design research, which generally focuses on classrooms. Looking beyond the classroom, DBIR interrogates the development and piloting of innovations with an eye towards improving teaching and learning (Penuel et al., 2011; Fishman, et al. 2013). We also rely on Grossman et al. (2019; 2021) and Larmer & Mergendoller (2015), for definitions of specific PBL approaches.

Methods & Data Sources
Drawing from a larger year-long DBIR study, this paper investigates the opportunities and challenges six middle school civics teachers experienced after co-designing and then
implementing the newly re-designed curriculum. Our qualitative data sources include 9 interviews with 6 curriculum specialist teachers, 150+ classroom observations, and observations of 20 CS meetings. Data were transcribed and coded using Deterding and Waters’ (2018) flexible coding approach. We used Dedoose software for qualitative data analysis.

Results
The shared product element was challenging to implement for some teachers who felt burdened by the added logistical planning required. Kurt described this challenge as “time consuming,” “hard to manage,” and “another logistical thing that’s on me.” Nick, on the other hand, was a teacher who embraced the logistics of shared products. He had his students present their legal briefs in front of a panel of legal experts, followed by a luncheon. Others, like Anita, had her students share their products with each other, which felt redundant and inauthentic. She decided, “in the future, the audience will never be just 8th graders. It’ll have to be a different audience.” One modification some teachers made to mitigate some of the shared product challenges was to create a classroom culture of “work being public.” According to Max, this culture “increases the buy-in so much. To be like, ‘No, this matters. We’re doing something with it [by presenting our legal briefs to lawyers].”

Scholarly Significance
By identifying elements of gold standard PBL where six teachers who were heavily involved in the re-design of the curriculum struggled, this study informs future use of PBL in civics
education. Additionally, by describing how teachers created modifications and adaptations in the face of these challenging elements, we uncover key instructional and curricular strategies that can increase equity and accessibility for all students.

Author

• Lisa Utzinger Shen, Independent Scholar