EXAMINING FIDELITY OF STATE STANDARDS IN PROJECT-BASED LEARNING UNITS

Authors

  • Megan Correia EdD, Riley College of Education, Walden University, Minneapolis, USA - 55401
  • Sunddip Panesar-Aguilar EdD, College of Health Sciences, University of St. Augustine, St. Augustine, USA – 32086
  • Michelle McCraney EdD, Riley College of Education, Walden University, Minneapolis, USA - 55401
  • Chris Cale PhD, Riley College of Education, Walden University, Minneapolis, USA - 55401

Keywords:

Problem-based learning, student-centered, elementary school education, student achievement, fidelity problem-based learning implementation

Abstract

The problem investigated was the decline in student achievement since the implementation of project-based learning (PBL) by the third- through sixth-grade teachers at the local elementary school. The purpose of this basic qualitative study was to investigate teachers’ perceptions of their knowledge of PBL and its application in third- through sixth-grade classes at the study location. The study was rooted in Jean Piaget’s cognitive learning theory of constructivism. The study location was an urban school district in the Southern United States. Data on teacher perceptions were gathered through structured interviews, conducted via Zoom, with eight elementary teachers in third to sixth grade. Inductive coding, code landscaping, and code mapping were used to generate five themes based on participating teachers’ experience with PBL. Results indicated that experienced teachers were able to speak specifically to their instructional practices and beliefs, while inexperienced teachers felt they were unable to adequately provide information. One commonality was that all participants said they needed a strong formal training and ongoing support structure to ensure effective instructional fidelity of state standards in PBL units. A 3-day professional development was developed to support teachers in planning and implementing project-based learning to ensure instructional fidelity of state standards throughout their units. This study could create positive social change by assisting administrators with supporting teachers with planning effective PBL units.

References

Cavendish, W., Márquez, A., Roberts, M., Suarez, K., & Lima, W. (2017). Student engagement in high-stakes accountability systems. Penn GSE Perspectives on Urban Education, 14(1). https://urbanedjournal.gse.upenn.edu/volume-14-issue-1-fall-2017-15-years-urban-education-special-anniversary-edition-journal/student

Duke, N. & Halvorsen, A. (2017) New study shows the impact of PBL on student achievement. Retrieved 2018 from: http://www.edutopia.org

Texas Education Agency (2015). Lamar elementary school report card. Retrieved from: https://rptsvr1.tea.texas.gov/perfreport/src/2015/static/campus/c015907146.pdf

Dalton, B., & RTI International. (2017). The Landscape of School Rating Systems. Occasional Paper. RTI Press Publication OP-0046-1709. http://www.rti.org

Price, J., Govett, A., Davis, M., Ivester, R., Howard, T., & Messimer, L. (2019). PBL meets PBL: Project-based learning meets planet-based learning. Teaching Science: The Journal of the Australian Science Teachers Association, 65(1), 28–33.

Spaulding, D. T. (2014). Program evaluation in practice: Core concepts and examples for discussion and analysis (2nd ed.). San Francisco, CA: Jossey-Bass.

Lekwa, A. J., Reddy, L. A., Dudek, C. M., & Hua, A. N. (2019). Assessment of teaching to predict gains in student achievement in urban schools. School Psychology, 34(3), 271–280. Doi:10.1037/spq0000293

Chang, C.-C., Kuo, C.-G., & Chang, Y.-H. (2018). An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability. Sustainability, 10(10).42-53. https://doi.org/10.3390/su10103595

Yin, R. (2015). Qualitative research from start to finish. New York, NY: Guilford Publications.

McKenna, J. W., & Parenti, M. (2017). Fidelity assessment to improve teacher instruction and school decision making. Journal of Applied School Psychology, 33(4), 331–346. DOI: 10.1080/15377903.2017.1316334

Little, M. E. (2020). Collaboration and connections among middle School teachers of mathematics: Enhancing efficacy through professional learning communities. SRATE Journal, 29(1).

Rasid, N. S. M., Nasir, N. A. M., Singh, P., & Han, C. T. (2020). STEM integration: Factors affecting effective instructional practices in teaching mathematics. Asian Journal of University Education, 16(1), 56–69.

Fourie, E. (2018). The impact of school principals on implementing effective teaching and learning practices. International Journal of Educational Management, 32(6), 1056–1069. Doi:10.1108/IJEM-08-2017-0197

Additional Files

Published

15-03-2021

How to Cite

Megan Correia, Sunddip Panesar-Aguilar, Michelle McCraney, & Chris Cale. (2021). EXAMINING FIDELITY OF STATE STANDARDS IN PROJECT-BASED LEARNING UNITS. International Education and Research Journal (IERJ), 7(3). Retrieved from https://ierj.in/journal/index.php/ierj/article/view/2242