Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
At-risk Students, Charter Schools, Learning Styles, Project-Based Learning
Padgett, Michael, "A Test Of Project-Based, Learner-Centered Pedagogy In A High-Needs, Urban Charter School" (2019). School of Education Student Capstone Theses and Dissertations. 4457.
School of Education Student Capstone Theses and Dissertations