Literaturnachweis - Detailanzeige
Autor/inn/en | Duke, Nell K.; Halvorsen, Anne-Lise; Strachan, Stephanie L.; Kim, Jihyun; Konstantopoulos, Spyros |
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Titel | Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders' Social Studies and Literacy Learning and Motivation in Low-SES School Settings |
Quelle | In: American Educational Research Journal, 58 (2021) 1, S.160-200 (41 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831220929638 |
Schlagwörter | Active Learning; Student Projects; Instructional Effectiveness; Grade 2; Elementary School Students; Socioeconomic Status; Poverty; Race; Ethnicity; Disproportionate Representation; Social Studies; Social Problems; Authentic Learning; Student Motivation; Content Area Reading; Content Area Writing; Integrated Curriculum; Writing Achievement; Reading Achievement; Young Children; Emergent Literacy Aktives Lernen; Schulprojekt; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; Socio-economic status; Sozioökonomischer Status; Armut; Rasse; Abstammung; Ethnizität; Gemeinschaftskunde; Social problem; Soziales Problem; Schulische Motivation; Sinnerfassendes Lesen; Schriftliche Übung; Leseleistung; Frühe Kindheit; Frühleseunterricht |
Abstract | This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low-socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |