IDEAS: A Qualitative Inquiry into Project-Based Learning
Location
3030
Format Type
Paper
Format Type
Paper
Start Date
13-1-2017 11:30 AM
End Date
13-1-2017 11:50 AM
Abstract
As waves of the Global Educational Reform Movement, what Sahlberg (2015) identifies as GERM, still ripple around the world pushing for competition, standardization, the focus on the core subjects, and test-based accountability some schools like IDEAS choose what Hargreaves and Shirley (2012) call The Forth Way towards inspiration and innovation with their project-based learning pedagogy. IDEASisa small public high school in Sheboygan, Wisconsin and a member of Ted Sizer’s Coalition of Essential Schools (CES). Our qualitative inquiry explores the implications of project-based learning on IDEAS’ students, teachers, academic program and school community. Data came from direct observation, interviews, curriculum documents, and teaching and learning artifacts. Our research informs IDEAS about the impact of their project-based learning pedagogy and validates its significance as part of their curricular program. It demonstrates that democratic principles are at work in some US schools, despite so many instances to the contrary. In the age of GERM this single-case study provides research-based evidence that alternative pedagogical methods and curriculum programs are potentially viable alternatives to many of the curriculum practices commonly found in today’s schools.
IDEAS: A Qualitative Inquiry into Project-Based Learning
3030
As waves of the Global Educational Reform Movement, what Sahlberg (2015) identifies as GERM, still ripple around the world pushing for competition, standardization, the focus on the core subjects, and test-based accountability some schools like IDEAS choose what Hargreaves and Shirley (2012) call The Forth Way towards inspiration and innovation with their project-based learning pedagogy. IDEASisa small public high school in Sheboygan, Wisconsin and a member of Ted Sizer’s Coalition of Essential Schools (CES). Our qualitative inquiry explores the implications of project-based learning on IDEAS’ students, teachers, academic program and school community. Data came from direct observation, interviews, curriculum documents, and teaching and learning artifacts. Our research informs IDEAS about the impact of their project-based learning pedagogy and validates its significance as part of their curricular program. It demonstrates that democratic principles are at work in some US schools, despite so many instances to the contrary. In the age of GERM this single-case study provides research-based evidence that alternative pedagogical methods and curriculum programs are potentially viable alternatives to many of the curriculum practices commonly found in today’s schools.
Comments
Co-authored with James G. La Prad, Western Illinois University (cannot attend)
Accepted for The Qualitative Report Volume 22, Number 2