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This ethnographic study was designed to gain a better understanding of the effects of student choice in Project-Based Learning (PBL) on achievement. Data for the study came from personal interviews with 10 predominantly female teachers who were currently involved in PBL with their students. Each teacher had at least 2 years of teaching experience, and five of the teachers were PBL coordinators at their respective schools. The interviews consisted of five open-ended questions related to: their perceptions of student learning in PBL environments; the role they took with students engaged in PBL; what they did with students who were unengaged with the project; how student choice played a part in PBL; and the relationship between student choice and achievement. Results indicated that PBL varied depending on each teacher's personal style of teaching, the needs and interests of the students, the available resources, the physical environment of the school and its surroundings, and the degree to which the school community was invested in PBL. The study concluded that learning could be greatly enhanced by incorporating student choice through PBL. (Contains 27 references.) (SM)

Descriptors: Academic Achievement, Elementary Secondary Education, Learning Strategies, Student Participation, Student Projects, Students, Teacher Attitudes, Teachers











Autor: Yamzon, Alicia

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10749&id=ED430940



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