Measuring Life Skills, Hope, and Academic Growth at Project-Based Learning Schools

Autor/inn/en	Wurdinger, Scott; Newell, Ron; Kim, En Sun
Titel	Measuring Life Skills, Hope, and Academic Growth at Project-Based Learning Schools
Quelle	In: Improving Schools, 23 (2020) 3, S.264-276 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480220901968
Schlagwörter	Active Learning; Student Projects; Academic Achievement; Reading Achievement; Mathematics Achievement; Charter Schools; Positive Attitudes; Self Management; Correlation; Skill Development; Lifelong Learning; Individualized Instruction; Nonprofit Organizations; Cooperation; High School Students; Middle School Students; Achievement Tests; Minnesota; Wisconsin; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Schulleistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charter school; Charter-Schule; Selbstmanagement; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Life-long learning; Lebenslanges Lernen; Individualisierender Unterricht; Nonprofit-Organisation; Co-operation; Kooperation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Eleven project-based learning charter schools participated in this correlational study. Eight have participated for 2 years and three for 1 year. The schools are affiliated with EdVisions, a non-profit organization that helps create individualized, project-based learning schools. There were five variables in this correlational study: the hope survey, self-direction rubric, collaboration rubric, math RIT scores, and reading Rasch UnIT (RIT) scores. This study compared two variables at a time in attempts to determine relationship strengths. For example, hope and math, hope and reading, hope and self-direction, hope and collaboration, and so on. Growth occurred in all five variables over a 2-year period for eight schools, as well as a 1-year period for three schools. Although the hope and reading correlation, with an N of 340, was not significant with a correlation of 0.07, the researchers found that all other combinations of variables were significant with a "p value"<0.01! It is evident that hope and life skills, such as self-direction and collaboration, positively impact academic achievement with math and reading test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01