Handbook: Development
In 1999, John Thomas (with the help of Andrew Michaelson and myself) prepared the first edition of the Buck Institute for Education Project Based Learning Handbook. Since then, thousands of educators throughout the United States and in other countries have used the Handbook, and it has played an important part in the spread of project based teaching strategies.
This second edition of the Project Based Learning Handbook incorporates the collective wisdom of the many teachers who piloted draft versions of the Handbook, as well as those who subjected it to rigorous critique. The educators who have purchased the Handbook or attended our Project Based Learning (PBL) Professional Development have also provided new insights and inspiration. Although it is impossible to acknowledge the contributions of each individual, we are deeply grateful to all of them for the time they have given to improve the Handbook and the quality of their suggestions.
Like most practice-based work, some of the Handbook’s ideas and documents are based upon the work of others. Where possible, we acknowledge sources. We are especially grateful to Bob Lenz, Thom Markham, Elizabeth Brown, and Ron Berger. Their projects provide outstanding examples of what PBL can become. John Thomas’s theorizing about PBL and his research and analysis of successful project implementation remain at the core of this revised edition. We benefited greatly from the observations of Linda Ullah, Bo De Long- Cotty, Peter Iacono, Paul Curtis, and Jim Cleere, and their suggestions definitely improved the final product. Finally, examples from PBL teachers Kathleen O’Brien, Megan Pacheco, and Mark McKay were very helpful.
Although the Handbook synthesizes the thinking, experience, and insight of many individuals, Thom Markham is the person who wrote the bulk of the second edition. His own experience as a project based teacher, his knowledge of school reform, and his commitment to academic excellence have been invaluable. Similarly, John Larmer’s understanding of standards-focused teaching and his assistance with the assessment sections of the Handbook have been a major contribution.
We hope this second edition of the Project Based Learning Handbook will provide the support needed for secondary teachers to venture into and succeed within the world of Project Based Learning.
John R. Mergendoller, PhD
EXECUTIVE DIRECTOR
BUCK INSTITUTE FOR EDUCATION
