Using Project-Based Learning to Build College and Career Readiness among Diverse Learners

Autor/inn/en	Mulcahy, Candace A.; Wertz, Jeanette A.
Titel	Using Project-Based Learning to Build College and Career Readiness among Diverse Learners
Quelle	In: TEACHING Exceptional Children, 53 (2021) 5, S.341-349 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulcahy, Candace A.) ORCID (Wertz, Jeanette A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920964833
Schlagwörter	Active Learning; Student Projects; College Readiness; Career Readiness; Access to Education; Special Education; Educational Practices; Best Practices; Student Centered Learning; Teaching Methods; Elementary Secondary Education; Instructional Design + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Originally implemented in general education classrooms, project-based learning (PjBL) is gaining traction in classrooms serving diverse learners at the elementary, middle, and high school levels as well as in alternative and segregated settings. Emerging evidence suggests PjBL may be especially useful for engaging students at risk of school failure, including students from low socioeconomic status, students with high rates of school absences (Creghan & Adair-Creghan, 2015), and students with high-incidence disabilities, such as learning disabilities, emotional and behavioral disorders, and other health impairments, including attention deficit hyperactivity disorder (Condliffe et al., 2017; Kingston, 2018). PjBL also aligns with Universal Design for Learning (UDL), a framework for optimizing teaching and learning to account for individualized learning differences by providing multiple means for representation, action and expression, and engagement (CAST, 2018; Krezmien et al., 2017). This article describes the application of PjBL design principles using the Car Project as a case example. The author provides suggestions for how educators can integrate special education high-leverage practices (HLPs) (McLeskey et al., 2017) and UDL principles (CAST, 2018) through implementation of the PjBL principles in each phase. Descriptions and specific examples of each design principle are provided. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01