Edifying Systemic Innovation Efforts: Benefits and Challenges in Enacting a Schoolwide Community-Centric Project-Based Learning Approach (Poster 27)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Problem-Based and Project-Based Learning Poster Session

Abstract

This study examines the implementation of a community-centric project-based learning (PBL) approach at a Title I high school in the western United States. Initiated by the district superintendent to address post-pandemic student disengagement, the Innovation Zone engaged students in authentic projects provided by local businesses and nonprofits. Data collected from students, teachers, and district exams over the 2023-24 school year revealed significant improvements in students' groupwork skills and meaningful learning experiences, although content learning gains varied. The study highlights the benefits of PBL in making learning relevant and engaging, but also identifies professional and systemic misalignments as significant challenges. These findings emphasize the need for better support structures to sustain innovative educational reforms.

Authors

• Samuel Severance, Northern Arizona University

• Mary Powell, Northern Arizona University