Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study

Autor/inn/en	DeMink-Carthew, Jessica; Olofson, Mark W.
Titel	Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study
Quelle	In: RMLE Online: Research in Middle Level Education, 43 (2020) 2, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2019.1709776
Schlagwörter	Individualized Instruction; Active Learning; Student Projects; Middle School Students; Early Adolescents; Scaffolding (Teaching Technique); Student Attitudes; Social Studies; Instructional Effectiveness; Personal Autonomy; Decision Making; Public Schools; Teacher Student Relationship; Peer Relationship; Student Centered Learning; Vermont + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Aktives Lernen; Schulprojekt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Gemeinschaftskunde; Unterrichtserfolg; Individuelle Autonomie; Decision-making; Entscheidungsfindung; Public school; Öffentliche Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well as future research directions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01