Understanding the Implementation of Problem-Based Learning in New York City High School Economics

Home » Research » Understanding the Implementation of Problem-Based Learning in New York City High School Economics

Moeller, B. (2005). EDC/Center for Children and Technology. Poster presented in: Ravitz, J. (2005). Assessing implementation and impacts of PBL in diverse K-12 classrooms. An interactive poster session conducted at the annual meeting of the American Educational Research Association. Montreal, Canada. April 14, 2005. This poster reports on research conducted in conjunction with the implementation of a Problem-Based Economics (PBE) curriculum in New York City high schools. The purpose of this study was to better understand the factors that influence the implementation of the PBE curriculum. We were interested in documenting teachers' and students' responses to the units and the challenges that teachers faced when implementing the PBE curriculum in their classrooms. The results of this research are being used to inform the development of professional development approaches to better support teachers in their efforts to integrate problem-based learning into their economics curriculum. Discussions of this paper, and other papers presented in the AERA session, are available here.