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An Evaluation of Project Based Learn...

Moritz, Lori.

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An Evaluation of Project Based Learning Implementation in STEM.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Evaluation of Project Based Learning Implementation in STEM./
Author:	Moritz, Lori.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	257 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-06(E), Section: A.
Contained By:	Dissertation Abstracts International79-06A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11016205

An Evaluation of Project Based Learning Implementation in STEM.
Moritz, Lori.

An Evaluation of Project Based Learning Implementation in STEM. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 257 p.

Source: Dissertation Abstracts International, Volume: 79-06(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

This study was conducted to evaluate the extent to which the science teachers at a small suburban high school in Northern California have been meeting the school goal to implement high-quality Project Based Learning (PBL) units aligned to the Next Generation Science Standards (NGSS). Using Clark and Estes' gap analysis framework, the study investigated the knowledge, motivational, and organizational factors affecting teacher performance. This study used an embedded mixed methods design with a quantitative survey embedded into a qualitative network of teacher observations, document analysis, and interviews. The entire science department of nine teachers participated in the study. It was found that one of the nine teachers delivered high-quality PBL units aligned to NGSS per the Buck Institute for Education's definition of Gold Standard PBL design and teaching. Knowledge factors behind this performance included the need to conceptually understand NGSS, the need to know the procedure for designing and implementing PBL, and the need for a regular reflection practice. Motivational factors included the need for teachers to believe that PBL is valuable, the need for teachers to believe that they can implement a high-quality PBL unit, and the need for a unified vision behind PBL implementation. Organizational factors included a general culture of teacher resistance, a lack of trust in administrative decisions and procedures, a lack of clear expectations for teacher performance, and a lack of teacher accountability. The implications behind these findings predict further gaps in teacher performance as teachers struggle to implement new techniques without fully understanding what is expected of them, without knowing what high-quality PBL looks like in the context of their own classroom, and without the proper organizational supports to undergo a sweeping change in instructional technique. The study provides recommendations for teacher development designed to target the specific influences behind the teacher performance gap.Subjects--Topical Terms:

521340
Science education.

An Evaluation of Project Based Learning Implementation in STEM.
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