| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 4941700 | Teaching and Teacher Education | 2017 | 14 Pages |
Abstract
This paper presents a longitudinal case study of a teacher, over four years, as he participated in a design-based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher unique opportunities to adapt and shift his pedagogical practices and beliefs around PBL in the classroom. Findings suggest the iterative nature of DBIR can serve as an important conduit to study what supports teacher learning over time.
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Authors
Carol M. Adams, Jane C. Lo, Alexandra Goodell, Sara Nachtigal,