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

Autor/inn/en	Duke, Nell K.; Halvorsen, Anne-Lise; Strachan, Stephanie L.; Kim, Jihyun; Konstantopoulos, Spyros
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01