Project-based learning in AP classrooms: Lessons from research

Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.

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“… Source. College Board data: https://research.collegeboard.org/programs/ap/data/archived; first published in Saavedra et al (2021a).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Project-Based Learning on AP Exam Performance

Saavedra

Morgan

Liu

et al. 2022

Educational Evaluation and Policy Analysis

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“…With these skills, people are able to persevere in the face of obstacles or distractions, take part in collective decision-making, manage conflict, and communicate persuasively. A large body of research has shown the effectiveness of active learning or project-based approaches for problem-solving, critical thinking, and collaboration skills (e.g., gill et al 2018;Saavedra et al 2021). Likewise, civics courses that incorporate deliberation and discussion of current political issues may foster personal agency, responsibility, efficacy, and motivation.…”

Section: Rethinking Civic Educationmentioning

confidence: 99%

Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy

Hillygus,

Holbein

2023

The ANNALS of the American Academy of Political and Social Scie

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Schools have traditionally taken a “just-the-facts-ma’am” approach to civic education, focusing on governmental structures and political systems. We argue that preparing young people to engage with democracy requires far more than rote memorization of facts and figures. Schools should be laboratories of democracy, where young people’s civic intentions are converted into civic behaviors. We argue that to realize that transformation, educators must impart real-world knowledge, practical skills, and nurturing abilities that are not captured by standardized tests of academic achievement: namely, the interpersonal and intrapersonal abilities conducive to civic mindedness. We discuss what these oft-labeled “noncognitive” skills are and how they are measured, review the evidence that shows how they foster democratic participation, articulate a vision for how civics can help develop students’ noncognitive skills, and lay out a research agenda for scholars seeking to teach young people the skills requisite to actively participate in democracy.

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“…The 3* studies each included one minor weakness, in our appraisals, that explained their overall ratings. Saavedra et al (2021), for instance, earned 4* in all areas except ‘attrition’, where we appraised it at 3* given how post‐randomisation attrition exceeded acceptable levels. An accounting of the studies and our ratings is provided in Table 1.…”

Section: Context For Studymentioning

confidence: 99%

Making the case for project‐based learning: An examination of research evidence translation and mobilisation in education

Malin

Rind

2022

Review of Education

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Evidence about how to translate and mobilise research evidence for use in schools remains quite limited. The present study sought to address this gap by leveraging an opportunity to examine such processes. In February 2021, Edutopia (a large US‐based, practice‐focused educational intermediary organisation) hosted a large virtual event, with 6526 participants, to communicate/highlight just‐released findings from four large‐scale, funded causal studies into the efficacy of project‐based learning and to encourage educators to adopt this practice. Examining this event, this primarily qualitative study addressed one main research question: How were research evidence and other forms of evidence used to justify and motivate the adoption of project‐based learning in schools? This study also drew upon secondary data to examine certain self‐reported impacts. This study applied a two‐layered analytic frame to broadly examine the selling and gelling of educational research evidence and other forms of evidence, and to uncover if/how five main factors of innovation adoption were addressed. Findings provided detail and analysis along each of these dimensions and, further, revealed certain apparent tensions associated with making the case for project‐based learning—for example, some instances of possible research ‘over‐selling’, and a focus on answering certain questions that could not be addressed solely via research evidence, necessitating a reliance on other evidence sources. Survey/summary results suggested participants were strongly convinced of this innovation's positive impacts and were eager to discuss it further with colleagues, though given data limitations we were unable to discern the extent/ways participants’ subsequent practices subsequently shifted.

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Project-based learning in AP classrooms: Lessons from research

Cited by 10 publications

References 4 publications

The Impact of Project-Based Learning on AP Exam Performance

The Impact of Project-Based Learning on AP Exam Performance

Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy

Making the case for project‐based learning: An examination of research evidence translation and mobilisation in education

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