A Phenomenology Examining Middle Level Principals' Lived Experience after Five or More Years Implementing Project-Based Learning

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Christensen, Shane W.
Titel	A Phenomenology Examining Middle Level Principals' Lived Experience after Five or More Years Implementing Project-Based Learning
Quelle	(2019), (244 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drake University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-3824-3
Schlagwörter	Hochschulschrift; Dissertation; Middle Schools; Principals; Problem Based Learning; Teaching Methods; Best Practices; Instructional Effectiveness; Experience; Teacher Attitudes; Teacher Collaboration; Educational Change; Success; Faculty Development; Teacher Competencies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Mittelschule; Mittelstufenschule; Principal; Schulleiter; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Erfahrung; Lehrerverhalten; Lehrerkooperation; Bildungsreform; Erfolg; Lehrkunst
Abstract	Problem: Several reviews of literature have been completed to formalize the PBL approach (Alacapinar, 2008; Baines & DeBarger, 2017; Bell, 2010; Blumenfeld et al., 1991; Condliffe et al., 2017; English, 2013; Holm, 2011; Holmes, 2012; Kokotsaki et al., 2016; Krajcik & Blumenfeld, 2006; Lam, Cheng, & Choy, 2010; Lee et al., 2014; Przybrsz-Zaremba et al., 2015; Thomas, 2000; Vega, 2011). While there is much research on PBL at the middle level, there is a scarcity of research on PBL and its connection to middle level education core best practices. In addition, while research has focused on the implementation and effectiveness of PBL, a scarcity of research exists on the sustained implementation and long-term effectiveness of PBL. Procedures: This phenomenological study (Creswell, 2013; Moustakas, 1994) explored the research question: What are the lived experiences of middle level principals with more than 200 students sustaining implementation of PBL for five years or more? Using purposeful, criterion sampling (Creswell, 2013; Creswell, 2016; Merriam & Tisdell, 2016; Mertens & Wilson, 2012; Seidman, 2013), data were collected from participants through an electronic survey, interviews through Zoom, and document analysis (Butin, 2010; Creswell, 2016; Merriam & Tisdell, 2016, Seidman, 2013). Data analysis involved first and second cycle coding (Miles et al, 2014) with transcendental phenomenological processes to find the essences of the lived experiences of the participants (Moustakas, 1994). Data were verified through triangulation, maximum variation, thick description, member checking, and reflexive journaling (Anfara et al, 2002; Merriam & Tisdell, 2016). Findings: Data analysis revealed the lived experiences of middle level principals sustaining PBL for five years or more with more than 200 students. Themes emerged on sustaining PBL through challenges and successes including authentic and rigorous PBL, collaboration challenges, mindset challenges, change challenges, and successes. Another area Middle Level Learners (MLL) and PBL revealed themes of best practices for MLL, developmentally responsive, challenging and rigorous, empowering, and equitable. Conclusions: The challenges in sustaining PBL are the same areas principals stated they were proud of and focused upon. The learning is in the struggle during the challenge that leads to growth and success. The discourse involved in PBL creates growth by being developmentally responsive, challenging, empowering, and equitable. Principals and other school leaders need to purposefully focus on scaffolding 21st century skills to work through challenges and create successes. Recommendations: Principals at the middle level sustaining PBL should continue to focus time and learning on best practices for middle level students and using best practice approaches in PBL research. Teachers need to stay connected to a support group, new teacher induction, and the external professional development organization. Keeping parents involved and educated on best practices can also serve as a support. Teacher need to use scaffolding to teach 21st century skills while having students be metacognitive of their learning. The use of rubrics, forms, processes, and procedures assists in learning. Finally, consider the best model of PBL to implement and commit to the whole school participating. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01