Term

Spring 2019

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Joe Lewis

Secondary Advisor/Reader One

Joseph Cienian

Peer-Reviewer/Reader Two

Chelseanne Davidson

Abstract

This study addressed the following research question: How does a project-based, learner-centered pedagogical approach affect the learning, classroom experience and overall academic engagement of traditionally-marginalized and disadvantaged high school students? It documents the process of executing a project-based, learner-centered pedagogical approach toward teaching at a high-needs charter school located in a midwestern urban environment. Throughout the project process, participants engaged in a buy-in phase, project planning phase, research phase, project building phase, presentation phase and a reflection phase with the aim of studying how student learning, classroom experience and overall academic engagement are affected throughout each phase and the process as a whole. The author reports on both the participants’ actions and feedback as well as his own. Conclusions drawn from the data suggest that, while there is positive demand for project-based, learner-centered education, this study could not determine whether it positively or negatively affects student learning. However, project-based, learner-centered education proved to be effective in generating a positive classroom experience, as well as improved overall academic engagement.

Research Methodology

Field Study

Keywords

At-risk Students, Charter Schools, Learning Styles, Project-Based Learning

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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