Date of Award
2022
Document Type
Dissertation
Degree Name
Philosophy (Ph.D)
Department
Education Specialties
First Advisor
Rachael Helfrick
Second Advisor
Aly McDowell
Third Advisor
Elizabeth Brett Blake
Abstract
The purpose of this study was to understand how teachers leveraged the components of Project Based Learning (PBL) in a hybrid, remote, or in-person classroom environment to promote cognitive, emotional, and behavioral engagement. A narrative inquiry was conducted examining three teachers’ implementation of PBL with students in Grades 4, 5, and 8 in the Spring of 2021. Findings revealed students’ needs prompted teachers to emphasize certain components, which positively influenced student engagement. Teacher 1 leveraged critique and revision and scaffolding resulting in behavioral engagement. Teacher 2 leveraged sustained inquiry and building the culture resulting in cognitive engagement. Teacher 3 leveraged voice and choice and design and plan, which resulted in emotional engagement. Takeaways resulted in the significance on the social and emotional well-being of both students and teachers to build a strong classroom culture to lay the foundation for all types of engagement to ensue.
Recommended Citation
Cole, Elizabeth, "LEVERAGING PROJECT BASED LEARNING TO PROMOTE STUDENT ENGAGEMENT IN A MULTI-MODAL LEARNING ENVIRONMENT" (2022). Theses and Dissertations. 376.
https://scholar.stjohns.edu/theses_dissertations/376