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Implementing Project-based Learning in Urban High School Classrooms : = Understanding Teachers' Mindsets and Benefits to English Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Implementing Project-based Learning in Urban High School Classrooms :/
Reminder of title:	Understanding Teachers' Mindsets and Benefits to English Learners.
Author:	Nunez, Manuel.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9780438117761

Implementing Project-based Learning in Urban High School Classrooms : = Understanding Teachers' Mindsets and Benefits to English Learners.
Nunez, Manuel.

Implementing Project-based Learning in Urban High School Classrooms :Understanding Teachers' Mindsets and Benefits to English Learners. - 1 online resource (144 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--San Jose State University, 2018.

Includes bibliographical references

English learners (ELs) constitute one of the largest subgroups enrolled in the US public education system. The state of California has an estimated 1.5 million ELs in kindergarten through Grade 12. This mixed methods study employed improvement science principles to understand how three high school physics teachers implemented project-based learning (PBL) as an approach toward improving science instruction for ELs. This dissertation study addressed the following questions: What benefits do ELs obtain from experiencing PBL? What is the effect of teachers' mindsets on student achievement in PBL-driven classrooms? How can teachers use PBL to engage ELs effectively in learning science content and practices? How do teachers leverage the assets of ELs when they develop and implement PBL lessons? Results indicate that PBL has provided significant benefits to ELs in the areas of academic engagement, mindset, confidence, sense of belonging, personal accountability to learning, and problem-solving skills. Additionally, the participating teachers' use of PBL has led to meaningful changes in their perceptions on curriculum design and planning for ELs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438117761Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

Implementing Project-based Learning in Urban High School Classrooms : = Understanding Teachers' Mindsets and Benefits to English Learners.
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520 $a English learners (ELs) constitute one of the largest subgroups enrolled in the US public education system. The state of California has an estimated 1.5 million ELs in kindergarten through Grade 12. This mixed methods study employed improvement science principles to understand how three high school physics teachers implemented project-based learning (PBL) as an approach toward improving science instruction for ELs. This dissertation study addressed the following questions: What benefits do ELs obtain from experiencing PBL? What is the effect of teachers' mindsets on student achievement in PBL-driven classrooms? How can teachers use PBL to engage ELs effectively in learning science content and practices? How do teachers leverage the assets of ELs when they develop and implement PBL lessons? Results indicate that PBL has provided significant benefits to ELs in the areas of academic engagement, mindset, confidence, sense of belonging, personal accountability to learning, and problem-solving skills. Additionally, the participating teachers' use of PBL has led to meaningful changes in their perceptions on curriculum design and planning for ELs.
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