A teacher researcher and faculty member at a local university conducted a year-long study of the impacts of a new Project Based Learning (PBL) based 9th grade academy. The academy was a new option for 9th graders entering school in a marginalized, Title I school in a large, urban county. The case study was conducted using formal research methods, but the article is written with a focus on the needs of practitioners. The voices of students are highlighted, but there is also ample data illustrating the literacy gains measured in the students participating in the study. This approach allows the case study to highlight the importance of the PBL model for literacy gains for students who were performing below grade level upon entering the academy. The findings indicate that even without a school-wide or grade level PBL model, PBL is seen by students as a motivating factor to do well in each subject area. Students view PBL as making school “matter”, and participants indicated feeling connected to teachers and their school in part because of that relevance. There are implications for teachers and school leaders included.
Tuttle, Corrie A. and Adams, Megan
"Advancing Literacy: Using a Project Based Learning Academy to Increase Literacy Performance,"
Language Arts Journal of Michigan:
1, Article 2.
Available at: https://doi.org/10.9707/2168-149X.2295