Managing Project Based Learning: Principles from the Field

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John W. Thomas & John Mergendoller

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
Working with Others Outside the Classroom
Getting The Most Out of Technological Resources
Assessing Students and Evaluating Projects

The paper uses the teachers' own words to provide a context for the classroom management principles, and the strategies they developed to implement the principles. Researchers are encouraged to include the observation of experienced teachers in future research on effective classroom practices.

Suggested citation: 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.