Literaturnachweis - Detailanzeige
Autor/inn/en | Summers, Emily J.; Dickinson, Gail |
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Titel | A Longitudinal Investigation of Project-Based Instruction and Student Achievement in High School Social Studies |
Quelle | In: Interdisciplinary Journal of Problem-based Learning, 6 (2012) 1, S.82-103 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1541-5015 |
DOI | 10.7771/1541-5015.1313 |
Schlagwörter | Active Learning; Student Projects; High School Students; Academic Achievement; Social Studies; Longitudinal Studies; College Readiness; Career Readiness; Comparative Analysis; Conventional Instruction; Rural Schools; Achievement Gains Aktives Lernen; Schulprojekt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Gemeinschaftskunde; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Achievement gain; Leistungssteigerung |
Abstract | This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While previous literature indicated that PBI involved more preparation time and a steeper learning curve for both teachers and students, we found that in high school social studies, students' achievement gains actualized within one year. PBI students outperformed peers who learned from a traditional curriculum in both social studies achievement and CCR preparedness. (As Provided). |
Anmerkungen | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |