ERIC Number: EJ1058693
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 45
Definitions and Uses: Case Study of Teachers Implementing Project-Based Learning
Tamim, Suha R.; Grant, Michael M.
Interdisciplinary Journal of Problem-based Learning, v7 n2 p72-101 Fall 2013
The purpose of this descriptive study was to explore inservice teachers' definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.
Descriptors: Definitions, Case Studies, Active Learning, Student Projects, Curriculum Implementation, Elementary School Teachers, Secondary School Teachers, Instructional Effectiveness, Learning Processes, Use Studies, Student Centered Curriculum, Constructivism (Learning), Instructional Innovation, Educational Strategies, Curriculum Design, Curriculum Development, Student Evaluation, Teacher Collaboration, Lesson Plans, Student Motivation, Learner Engagement, Teaching Methods, Educational Practices, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A