DOI
10.4087/FOUNDATIONREVIEW-D-11-00007
Key Points
· GLEF and a research team from the University of Washington worked with Washington's Bellevue School District to develop and assess the impact of project-based learning on upper-level courses in high school.
· Research suggests that Advanced Placement (AP) courses may focus too much on accelerated content at the expense of deeper conceptual learning.
· The number of students taking AP courses has grown, but along with this the number failing has increased. GLEF and the research team tested project-based learning (PBL) to counteract this trend.
· Results after two years are promising. Students in the PBL-AP courses are performing as well or better than students in traditional AP courses.
· Other education funders are encouraged to use an iterative design process, work with a diverse design team, and bring in partners who can contribute needed expertise and resources.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Boss, S., Johanson, C., Arnold, S. D., Parker, W. C., Nguyen, D., Mosborg, S., Nolen, S., Valencia, S., Vye, N., & Bransford, J. (2011). The Quest for Deeper Learning and Engagement in Advanced High School Courses. The Foundation Review, 3(3). https://doi.org/10.4087/FOUNDATIONREVIEW-D-11-00007
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