Project-based learning taps into students' interests by allowing them to create projects that result in meaningful learning experiences. The method requires teachers to identify projects that challenge students to work individually or in groups to create plans, solve problems they encounter, test their ideas, and present their projects to peers. The article shares lessons learned in a mainstream middle school that in collaboration with the authors developed and implemented project-based learning. The effectiveness of the implementation was assessed by analyzing teacher acceptance and student engagement. The approach presented teachers with a unique set of problems involving time, fairness, and control; however, the authors concluded that teachers accepted the project-based learning teaching approach and that students were highly engaged in the process.
One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blasé & Blasé, 2001). The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development. A story line of one rural science teacher’s journey with professional development opportunities and experiences is shared. Her principal’s role is also described. Also included is a comparison between the teacher’s experiences and research about professional development. The paper concludes with recommendations for those involved in rural schools, especially in administrative positions will be shared. The recommendations focus on strengthening professional development opportunities and experiences for teachers.
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