The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind

  • Sascha Mitchell
  • Teresa S. Foulger
  • Keith Wetzel
  • Chris Rathkey
Article

Abstract

The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s strategies for integrating the district’s standards into project topics, investigative activities, and final presentations. They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving. Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews. As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity to fuel their learning by expressing their natural interests and curiosities, and become problem solvers.

Keywords

Early childhood Project approach Standards 

References

  1. Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.Google Scholar
  2. Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovation in learning: New environments for education (pp. 289–325). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
  3. Buck Institute of Education. http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/. Retrieved 8 Oct 2007.
  4. Clark A. (2006). Changing classroom practice to include the Project approach. Early Childhood Research & Practice, 8(2). http://ecrp.uiuc.edu/v8n2/clark.html. Retrieved 8 Oct 2007.
  5. Dev, P. C. (1997). Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher? Remedial Special Education, 18(1), 12–19.CrossRefGoogle Scholar
  6. Dresden, J., & Lee, K. (2007). The effects of project work in a first-grade classroom: A little goes a long way. Early Childhood Research & Practice, 9(1). http://ecrp.uiuc.edu/v9n1/dresden.html. Retrieved 8 Oct 2007.
  7. Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions. New York: Teachers College Press.Google Scholar
  8. Jones, S. R. (2002). (Re)writing the word: Methodoligical strategies and issues in qualitative research. Journal of College Student Development, 43, 461–473.Google Scholar
  9. Katz, L. (1994). The project approach. ERIC digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. http://ceep.crd.uiuc/eecearchive/digests/1994/lk-pro94.html. Retrieved 8 Oct 2007.
  10. Katz, L., & Chard, S. C. (2000). The project approach: An overview. In J. L. Roopnarine & J. E. Johnson (Eds.), Approaches to early childhood education (pp. 175–190). Columbus, OH: Merrill.Google Scholar
  11. Lincoln, Y., & Guba, E. (1985a). Naturalistic inquiry. New York: Sage.Google Scholar
  12. Lincoln, Y. S., & Guba, E. (1985b). Naturalistic inquiry. Beverly Hills, CA: Sage.Google Scholar
  13. Lumsden, L. S. (1994). Student motivation to learn (ERIC Digest No. 92). Eugene, OR: ERIC Clearinghouse on Educational Management. ERIC Document Reprod Serv No. ED 370:200.Google Scholar
  14. Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York: Scholastic.project approach n.d.Google Scholar
  15. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37–68. doi: 10.1207/s15327809jls0101_3.CrossRefGoogle Scholar
  16. Worsley, M. S. (2003). The pizza project. In J. H. Helm & S. Beneke (Eds.), The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions (pp. 86–96). New York: Teachers College Press.Google Scholar
  17. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  • Sascha Mitchell
    • 1
  • Teresa S. Foulger
    • 2
  • Keith Wetzel
    • 2
  • Chris Rathkey
    • 3
  1. 1.San Diego State UniversitySan DiegoUSA
  2. 2.Arizona State UniversityGlendaleUSA
  3. 3.Vision Learning, LLCGlendaleUSA

Personalised recommendations