A Longitudinal Investigation of Project-Based Instruction and Student Achievement in High School Social Studies

Autor/inn/en	Summers, Emily J.; Dickinson, Gail
Titel	A Longitudinal Investigation of Project-Based Instruction and Student Achievement in High School Social Studies
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 6 (2012) 1, S.82-103 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1313
Schlagwörter	Active Learning; Student Projects; High School Students; Academic Achievement; Social Studies; Longitudinal Studies; College Readiness; Career Readiness; Comparative Analysis; Conventional Instruction; Rural Schools; Achievement Gains + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Gemeinschaftskunde; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Achievement gain; Leistungssteigerung
Abstract	This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While previous literature indicated that PBI involved more preparation time and a steeper learning curve for both teachers and students, we found that in high school social studies, students' achievement gains actualized within one year. PBI students outperformed peers who learned from a traditional curriculum in both social studies achievement and CCR preparedness. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01