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The Effect of a Change Facilitator on Project-based Learning Curriculum Design.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effect of a Change Facilitator on Project-based Learning Curriculum Design./
作者:	Fry, Jana.
面頁冊數:	1 online resource (208 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9780355559743

The Effect of a Change Facilitator on Project-based Learning Curriculum Design.
Fry, Jana.

The Effect of a Change Facilitator on Project-based Learning Curriculum Design. - 1 online resource (208 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2017.

Includes bibliographical references

This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.

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

Mode of access: World Wide Web

ISBN: 9780355559743Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

The Effect of a Change Facilitator on Project-based Learning Curriculum Design.
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504 $a Includes bibliographical references
520 $a This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.
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