Quinn, Maria
(2019)
How can I implement gold standard project based learning to engage and motivate mixed ability first class children in the writing process?
Masters thesis, National University of Ireland Maynooth.
Abstract
This research documents the literature and outcomes of implementing Project-Based
Learning (PBL) (Larmer et al. 2015; Duke, 2014; Duke et al., 2018; Haney, 2018; Wallace
et al., 2016; Kai Wah Chu et al., 2011; Everette, 2015; Boss et al. 2014; Dias et al., 2017;
Boss and Larmer, 2018). and Gold Standard Project-Based Learning (PBL), (Larmer et al.
2015) with first class students. PBL is very popular in the United States of America,
however it is not as popular in England and Ireland. This study aims to investigate
whether PBL can help engage and motivate first class students in the writing process.
An action research (McNiff, 2014; Whitehead, 2010; Sullivan et al., 2016; Glenn et al.,
2017) methodology was decided upon as teachers engage in study to implement change to
their practice for their benefit and the benefit of their students. This study is based around
the values (Mc Niff, 2014; Sullivan, 2016; Glenn, 2017) of justice, inclusion, and active
learning. Both qualitative and quantitative data was collected throughout the implementation of
Gold Standard PBL (Larmer et al. 2015) in order to justify findings for this thesis. Ethical
consent and assess was obtained for all willing participants, as they are a vulnerable group.
Ethical approval was obtained from all other participants involved in this study.
As a result of implementing Gold Standard PBL and following the seven essential
elements (Larmer et al. 2015), children showed more engagement and motivation towards
the writing process. The student’s vocabulary improved greatly as did their knowledge and
understanding of procedural writing (Pratama et al., 2020). Children who struggled with
reading and writing, excelled during the presentation element of Gold Standard PBL and
began to write more freely.
| Item Type: |
Thesis
(Masters)
|
| Keywords: |
Froebel; Department of Primary and Early Childhood Education; action research; self-study; critical reflection; Project-Based Learning; Gold
Standard Project-Based Learning; Sustained inquiry; Procedural writing; Group work;
Cooperative learning; Methodology; Active learning; |
| Academic Unit: |
Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education |
| Item ID: |
13700 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
30 Nov 2020 16:52 |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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