An Evaluative Case Study of Project-Based Learning in High School Vocational Education

Autor/in	Tanner, Andrea P.
Titel	An Evaluative Case Study of Project-Based Learning in High School Vocational Education
Quelle	(2012), (214 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-9379-7
Schlagwörter	Hochschulschrift; Dissertation; Active Learning; Vocational Education; Student Projects; Constructivism (Learning); Public Policy; Inquiry; Case Studies; Qualitative Research; Program Effectiveness; Curriculum Evaluation; Surveys; Interviews; Labor Force Development; Educational Theories; Vocational High Schools; Secondary School Curriculum; Career Readiness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktives Lernen; Ausbildung; Berufsbildung; Schulprojekt; Öffentliche Ordnung; Case study; Fallstudie; Case Study; Qualitative Forschung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Arbeitskräftebestand; Educational theory; Theory of education; Bildungstheorie
Abstract	There is growing apprehension among business people, educators, and government policy makers regarding the gap between the skills and knowledge needed for success in the workforce and those provided in school. The purpose of this qualitative evaluative case study was to investigate the effectiveness of project-based learning (PBL) in the vocational curriculum at one high school; research explored the perceptions of participants regarding PBL in the high school vocational education classroom. Conceptually, this case study was framed within the theories of constructivist and inquiry-based learning. Data were collected through surveys and personal interviews, which provided the participants' experiences and perceptions and created a basis for analysis. Survey responses and personal interviews were recorded and transcribed, and a line by line analysis was used to establish the themes, based on the participants' perceptions. The results of the case study revealed strategies to assist students in (a) discovering the nature of a problem and (b) understanding the challenges and resolving obstacles to negotiate the complex sociological nature of the problem to inform decision-making. This study contributes to positive social change by providing empirical data on the efficacy of PBL. By using PBL more students may be prepared for the 21st century global society and workforce. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10