Project Based Research
The BIE approach to Project Based Learning Handbook is used by teachers in a variety of settings, including many high school reform networks and internationally. We have recently completed a national survey of PBL use in US high schools.
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Summarizing Findings and Looking Ahead to a New Generation of PBL Research
Jason RavitzSummary [close]Ravitz, Jason (2008) Introduction: Summarizing Findings and Looking Ahead to a New Generation of PBL Research. Interdisciplinary Journal of Problem-based Learning, 3(1), 4-11.
The articles in this issue effectively summarize three decades of Problem Based Learning (PBL) research. The meta-analysis (Walker & Leary) and meta-synthesis (Strobel & van Barneveld) articles review outcomes of studies conducted from 1976 to 2007 that compared a PBL curriculum to a traditional curriculum. The third article offers a critique of assessments used in these studies. This commentary highlights the conclusions of the articles and their unique contributions to our understanding of PBL and the breadth of its impact. Issues to be addressed in future research are discussed.
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Project Based Learning as a Catalyst in Reforming High Schools (AERA, 2008)
Jason RavitzSummary [close]Ravitz, J. (2008). Project Based Learning as a Catalyst in Reforming High Schools. Paper presented at Annual Meetings of the American Educational Research Association. New York, NY: March 27, 2008.
This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison.
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National Survey of PBL and High School Reform: Instrument and Descriptive Findings
Jason RavitzSummary [close]This is a PDF version of the teacher survey instrument used in our 2007-2008 national study. Some changes have been made to make this useable by others. Please contact the author (jason@bie.org) for more information. In addition to the PDF, linked below, this survey is also available in Word format and is available online in SurveyMonkey.com. (Organizations with accounts can import a copy from the author.)
Reports from the survey are starting to be available (see other links on this page). In addition, responses to each survey item are available online; although approximately 10% of these teachers were removed from the rest of the study because their responsibilities did not include high school academics.
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Pervasive Management of Project Based Learning (2006)
John R. Mergendoller, Thom Markham, Jason Ravitz, John LarmerSummary [close]Mergendoller, J., Markham, T., Ravitz, J., & Larmer, J. (2006). Pervasive management of project based learning. In C. M. Evertson, C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. (pp. 583-615). Mahwah, NJ: Lawrence Erlbaum Associates.
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Online Professional Development for Project Based Learning (2004)
Jason Ravitz, John Mergendoller, Thom Markham, Carolyn Thorsen, Kerry Rice, Chareen Snelson, Sherawn ReberrySummary [close]Ravitz, J., Mergendoller, J., Markham, T., Thorsen, C., Rice, K., Snelson, C., and Reberry, S. (2004). Paper presented at meetings of the Association for Educational Communications and Technology. Chicago, IL. October 21, 2004.
This paper describes efforts to increase the prevalence, rigor and relevance of Project Based Learning in US schools and internationally. Under a grant from the Fund for the Improvement of Post Secondary Education (FIPSE), US Department of Education, the Buck Institute for Education and partners are offering: 1) an online staff development resource, 2) modules for use in teacher training institutions, 3) a re-usable online 3-credit course, and 4) a way to share projects, collaborate on research, and advance understanding of effective use of projects in the classroom. The PBL-Online web site will offer a multi-pathway, interactive, video rich website designed to prepare pre-service and practicing teachers to implement academically rigorous, standards-focused Project Based Learning (PBL). The online materials are based on the BIE Project Based Learning Handbook that provides teachers with in-depth, systematic instruction in the planning, implementation and assessment of standards-focused PBL. Our work with the Handbook was recently highlighted as a key resource for proponents of small school reform in an evaluation of the Bill & Melinda Gates Foundation National School District and Network Grants Program conducted by the American Institutes for Research with SRI International on page 65 of the report (http://smallhs.sri.com ). Making this Handbook available online and offering online instruction in its use will support wider use and study of this promising but often either underutilized or misunderstood approach.
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Managing Project Based Learning: Principles from the Field (2000)
John R. Mergendoller and John W. ThomasSummary [close]Thomas, J. W. & Mergendoller, J. R. (2000). Managing project-based learning: Principles from the field. Paper presented at the Annual Meeting
of the American Educational Research Association, New Orleans, LA.This investigation sought to describe the classroom management techniques used by teachers who were expert in the use of project based learning instructional strategies. The authors interviewed 12 teachers recognized by their peers as exemplary Project Based Learning practitioners, and subjected their descriptions of classroom practice to a qualitative analysis. Fifty-three classroom management principles emerged, and these were grouped under seven themes and 18 sub-themes. Themes included:
- Time Management
- Getting Started
- Establishing a Culture that Stresses Student Self-Management
- Managing Student Groups
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Working with Others Outside the Classroom
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Getting The Most Out of Technological Resources
- Assessing Students and Evaluating Projects
- Time Management
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A Review of Project Based Learning (2000) (Prepared for The Autodesk Foundation)
John W. ThomasSummary [close]Thomas, J.W. (2000). Prepared for The Autodesk Foundation, San Rafael, CA.
This review was prepared for The Autodesk Foundation and examines research related to a teaching and learning model popularly referred to as "Project-Based Learning" (PBL). All of the research on Project-Based Learning has taken place in the past ten years and most of it in just the last few years. Since there is not a large body of PBL research, the review is inclusive rather than selective.
The review covers eight topics:
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A definition of Project-Based Learning
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Underpinnings of PBL research and practice
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Evaluative research: research on the effectiveness of PBL
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The role of student characteristics in PBL
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Implementation research: challenges associated with enacting PBL
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Intervention research: research on improving the effectiveness of PBL
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Conclusions
- Future directions for PBL research
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A definition of Project-Based Learning
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