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Teacher Change of Practice Across Contexts: Case Studies of Large-Scale Project-Based Science Curriculum Enactment
Mon, April 12, 11:10am to 12:40pm EDT (11:10am to 12:40pm EDT), Division B, Division B - Section 5 Poster SessionsSession Type: Structured Poster Session
Abstract
This session uses case studies to illustrate the day-to-day changes in classroom practices that created the positive results of a large scale efficacy study (Others and Authors, in press). The research project spanned three universities, two states, and involved hundreds of elementary classrooms and demonstrated that students develop science knowledge and social emotional learning with the intervention of project-based learning curriculum and professional learning. However, large scale research obfuscates the teacher and classroom shifts that engender this result. The case studies provide insights from diverse districts to explore (a) challenges that schools face during enactment, (b) day-to-day shifts in classrooms and, (c) teachers’ journeys to adjust the curriculum to align with other initiatives.
Sub Unit
Chair
Papers
Instruction at the Intersection of Language Literacy and Science Literacy in Elementary Project-Based Learning - Miranda Fitzgerald, University of North Carolina - Charlotte; Annemarie S. Palincsar, University of Michigan
Ms. Kramer's Case: Developing Students Learning Through Project-Based Learning - Tingting Li, Michigan State University
Ms. Smith's Case: Promoting Student Social Emotional Learning in a Project-Based Learning Classroom - Cory S MIller, Michigan State University
Deepening Responsive Teaching Practices Through Enacting Project-Based Learning Practices - Emily Miller, University of Wisconsin - Madison
Supporting Students' Sense-Making of Science Phenomena Using Multiple Literacies Project-Based Learning (ML-PBL) - Selin Akgun, Michigan State University
Technology Integration in Project-Based Learning - Kathleen M Easley, The Learning Partnership; Annemarie S. Palincsar, University of Michigan