Running Head: RESEARCH PROBLEM AND RATIONALE 1

Using Project Based Learning to Support 21st Century Skills: How Leaders Can Help

Meredith Mitchell

George Mason University

EDLE 801, Summer 2014

Dr. Scott Bauer

RESEARCH PROBLEM AND RATIONALE 2

Using Project-Based Learning to Support 21st Century Skills: How Leaders Can Help

Teachers enter the field of education for the express purpose of helping students to learn.

It is commonly understood that no one becomes a teacher for the pay, the benefits, or the work

hours; educators simply want to have a hand in preparing our nations young people for

successful futures. The tragic realization that many educators are coming to today is that a lot of

what we must do does not support our goals and passions in this profession. In todays

educational culture, testing and accountability are quickly becoming the primary focus and

students best interests often seem to be falling by the waysides (Au, 2007; Supovitz, 2009).

How can we stand for this? And more importantly, what will this mean for the futures of the

children we are ill equipping for todays modern workforce (Kay & Greenhill, 2012)?

This question is extremely important and pertinent given the educational trends of the last

several decades. As we continue down a path where educational decisions are based increasingly

oin testing data, at some point we must stop and evaluate what our students really need in their

K-12 education: skills to ready themselves for the future. While many organizations have

espoused the merits of such 21st century skills (Voogt & Roblin, 2012), and many others have

identified project-based learning as a means for delivering such skills (Bagheri et al,, 2013;

Barron, Schwartz, Vye, Moore, Petrosino, Zech, Bransford, & tThe Cognition and Technology

Group at Vanderbilt, 1998; Cross, Hudson, Adefope, Lee, Rapacki, & Perez, 2012; De La Paz &

Hernandez-Ramos, 2013; Grant, 2011; Gijbels, Dochy, Van den Bossche, & Segers, 2005;

Petrosino, 2004; Summers & Dickinson, 2012), it will be up to educational leaders to figure out a

way to support the implementation of these skills and teaching methods effectively in our

nations classrooms.
RESEARCH PROBLEM AND RATIONALE 3

The passionate movement for the inclusion of 21st century skills in the classroom has

arisen as educators have become increasingly aware that we are not preparing students for

todays global economy (Hursh, 2007). While it can be difficult to pinpoint exactly where our

educational practices, while well intentioned, got off track, many researchers look back several

decades to passage of the Elementary and Secondary Education act of 1965 (ESEA) when

educational testing was now needed as a standardized measure to inform decisions about

educational funding (Resnick, 1980; Thomas & Brady, 2005). The publishing of A Nation At

Risk also perpetuated the idea of the growing need for accountability measures within the field of

education (Thomas & Brady, 2005). While these ideas about the scope of standardized

assessment were formed half a century ago and continued to intensify in nature since, there is

little evidence to support the notion that any of these accountability measures are effectively

serving their purpose (Popham, 2007; Supovitz, 2009). Most recently, No Child Left Behind

and the Common Core have largely resulted in educational decisions being taken out of the

hands of educators and placed into those of policy makers (Hursh, 2007). In thinking about these

initiatives idealistically, it might make sense that these measures, including high stakes tests,

yield positive student outcomes and benefit teacher instruction (Buck, Ritter, Jensen, & Rose,

2010), however a significant amount of research points to the notion that standardized testing

and accountability measures achieve precisely the opposite: stressed out teachers and students, a

narrowing of curricular material, and more teacher centric instruction (Au, 2007; Fuller, Write,

Gesicki, & Kang, 2007; Kay & Greenhill, 2011; Supovitz, 2009). Commented [SCB1]: Not in ref list

These negative trends have not gone unnoticed; in fact, multiple organizations have

demonstrated frameworks that outline a set of 21st century skills that are needed and often

lacking in education today (Voogt & Roblin, 2012). While at least eight independent
RESEARCH PROBLEM AND RATIONALE 4

organizations have intentionally set their vision to rectify this situation, the interesting thing is

that all of these organizations have been circling the same types of skillsets and espouse very

similar instructional methods as appropriate for disseminating these skills to students (Voogt &

Roblin, 2012). These skillsets include the need for students to be collaborative, communicative,

critical thinkers, problem solvers and creative (Voogt & Roblin, 2012; Kay & Greenhill, 2012). Commented [SCB2]: In alpha order.

With the effects of educational accountability measures ever compounding, it is necessary that

these skills be purposively incorporated into school curriculum and instructional methods should

facilitate the explicit development and assessment of such skills (Kay & Greenhill, 2012).

One often cited and extensively researched instructional methods that lends itself to the

inclusion of 21st century skills is project-based learning (PBL). PBL is a student driven,

collaborative learning approach where students practice inquiry to explore curriculum and

ultimately develop a project our product that demonstrates their understanding (Savery, 2006).

The instructional method has been utilized in a variety of contexts: from elementary to graduate

school, with students who are gifted and those that have specific learning disabilities, and in high

and low SES populations (Bagheri et al., 2013; Barron et al., Schwartz, Vye, Moore, Petrosino,

Zech, Bransford, & The Cognition and Technology Group at Vanderbilt, 1998; Cross et al.,

Hudson, Adefope, Lee, Rapacki, & Perez, 2012; De La Paz & Hernandez-Ramos, 2013; Grant,

2011; Gijbels, Dochy, Van den Bossche, & Segers, 2005; Petrosino, 2004; Summers & Commented [SCB3]: Alpha order!

Dickinson, 2012). Remarkably, a large portion of the research points to the conclusion that PBL

is effective in achieving desired student achievement outcomes while still integrating 21st century

skills (Vega & Brown, 2013). While it would seem that educators would catch wind of this

remarkably effective teaching method and immediately jump on board, it is not surprising that

this teaching method has not largely revolutionized education since its conception over 100 years
RESEARCH PROBLEM AND RATIONALE 5

ago,; mainly because it is notoriously difficult to implement (Vega & Brown, 2013). Time, Commented [SCB4]: Is this true in todays school context, or in
any context?

training, and resources are necessary for PBL to be effectively implemented and these

constraining factors are often mostly controlled by educational leaders (Vega & Brown, 2013).

PBL as an instructional method is not simply a teaching issue, it is necessarily an educational

leadership issue as well.

Effective educational leaders set the vision for their teachers educational purpose

(Bolman & Deal, 2013), and if PBL is to effectively take hold within schools, it must be

embraced by educational leaders and its implementation must be supported. School principals

can and should attend to the instructional development of teachers within their schools in order

to better affect changes in student learning (Terosky, 2014). Furthermore, in todays common

model of distributed leadership, teacher leaders also play a pivotal role in affecting changes in

their colleagues teaching capacities (Harris, 2004). Lastly, initiatives from a school system can

result in changes in the instructional behavior of teachers (Gunn & Hollingsworth, 2013). These

three tiers of educational leadership (principals, teacher leaders, and the district), are charged

with affecting changes to the instructional methods of teachers and thus are necessarily involved

if the implementation of PBL and 21st century skills is to be widely successful.

The role of educational leadership is extremely significant; if the effectiveness of the

PBL implementation is contingent on factors within educational leaders control, it is absolutely

imperative that educational leaders are knowledgeable about how to support teachers through the

challenges of PBL implementation. If their efforts are successful, then we stand to help change

the direction of education and potentially can draw closer to the types of educational experiences

that will benefit our children in the future. Currently, there is a rich body of research that

supports the inclusion of 21st century skills, explains the merits and challenges of PBL, and also
RESEARCH PROBLEM AND RATIONALE 6

espouses the role of educational leaders in instructional change. However, there is a dearth of

research that connects the three. A research study that can demonstrate how educational leaders

can support PBL in an effort to include 21st century skills in the classroom would have

tremendous practical application to educational leaders that strive to change how and in what

ways their students learn and such a study would also prove invaluable for providing a basis of

research for the next steps in PBL and 21st century education. The myriad of studies that explore

how PBL affected change in one classroom or how 21st century skills were incorporated at one

school could no longer be isolated success stories. By developing an understanding of the

processes used in PBL and 21st century skill implementation, we could work towards best

practices that could be generalized and contextualized to meet the needs of schools across the

nation.

These significant implications lead me to the following potential research questions by

which I hope to begin extending the current literature:

1) How does a district support the inclusion of 21st century skill building through

project-based learning?

2) How do district initiatives related to 21st century learning impact principals and

teacher leaders instructional leadership roles?

3) How do initiatives related to 21st century learning transform teacher instruction in the

classroom?

4) What barriers impede the inclusion of 21st century skills and project-based learning in

the classroom?
RESEARCH PROBLEM AND RATIONALE 7

The steps of educational leaders will play a crucial part in whether or not project-based

learning can effectively be integrated into classrooms around the nation. While the demands of

educational testing often counterproductively pull educators to make the wrong choices for kids

in regards to teaching and learning, the conscious inclusion of 21st century skill building and

project-based learning can serve as effective means for reframing our ideas about what students

can and should do in the classroom. Even those that are passionate about these progressive

initiatives understand their inherent challenges, so it will truly take the vision and leadership of

districts, principals, and instructional leaders to ensure teaching practices change to reflect what

a growing body of research suggests is a worthwhile practice. This potential study will

effectively expand our understanding of how to make educational changes on a scale grander

than the classroom level. These research questions will probe for practical answers and

inevitably open up new questions as to how districts, principals and teachers can continue to

evolve the face of education today. It is my sincere hope that this research and related work will

serve to help deliver the most relevant education possible to our students.
RESEARCH PROBLEM AND RATIONALE 8

References

Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis.

Educational Researcher, 36, 258-267. doi: 10.3102/0013189X07306523

Bagheri, M., Ali, W., Abdullah, M., & Daud, S. (2013). Effects of project-based learning

strategy on self-direct learning skills of educational technology students. Contemporary

Educational Technology, 4(1), 15-29.

Barron, B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., Bransford, J., & and Tthe

Cognition and Technology Group at Vanderbilt. (1998). Doing with understanding:

Lessons from research on problem- and project-based learning. The Journal of the

Learning Sciences, 7, 271-311. http://dx.doi.org/10.1207/s15327809jls0703&4_2

Bolman, L. & and Deal, T. (2013). Reframing Organizations: Artistry, Choice and Leadership (5th

ed.). San Francisco: Jossey-Bass.

Buck, S., Ritter, G., Jensen, N., & Rose, C. (2010). Teachers say the most interesting things- An

alternative view of testing. The Phi Delta Kappan, 91(6), 50-54.

Cross, D., Hudson, R., Adefope, O., Lee, M., Rapacki, L., & Perez, A. (2012). Success made

probable: Creating equitable mathematical experiences through project-based learning.

Journal of Mathematics Education, 5(2), 55-86.

De La Paz, S. & Hernandez-Ramos, P. (2013). Technology-enhanced project-based learning:

Effects on historical thinking. Journal of Special Education Technology, 28(4), 1-14.

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based
RESEARCH PROBLEM AND RATIONALE 9

learning: A meta-analysis from the angle of assessment. Review of Educational

Research, 75, 27-61. http://dx.doi.org/10.3102/00346543075001027

Grant, M. (2011). Learning, beliefs, and products: Students perspectives with project-based

learning. Interdisciplinary Journal of Problem-based Learning, 5(2), n.p.

Gunn, T. & Hollingsworth, M. (2013). The implementation and assessment of shared 21st

century learning vision: A district-based approach. Journal of Research on Technology

in Education, 45(3), 201-228. doi:10.1080/15391523.2013.10782603

Harris, A. (2004). Distributed leadership and school improvement. Educational Management

Administration & Leadership, 32(1), 11-24. doi: 10.1177/1741143204039297

Hursh, D. (2007). Assessing No Child Left Behind and the rise of neoliberal education

policies. American Educational Research Journal, 44, 493-518.

doi: 10.3102/0002831207306764

Kay, K. & Greenhill, V. (2011). Twenty-first century students need 21st century skills. In G. Wan

& D. Gut (Eds.), Bringing schools into the 21st century (pp. 41-65). Netherlands:

Springer. http://dx.doi.org/10.1007/978-94-007-0268-4_3

Kay, K. & Greenhill, V. (2012) The leaders guide to 21st century education: 7 steps for schools

and districts (pp. xiii-23). New Jersey: Pearson Resources for 21st Century Learning.

Petrosino, A. (2004). Integrating curriculum, instruction, and assessment in project-based

instruction: a case study of an experienced teacher. Journal of Science Education and

RESEARCH PROBLEM AND RATIONALE 10

Technology, 13, 447-460. doi: 1059-0145/04/1200-0447/0

Popham. W.J. (2007). Instructional insensitivity of tests: Accountabilitys dire drawback. The

Phi Delta Kappan, 89(2), 146-155.

Resnick, D. (1981). Educational policy and the applied historian: Testing, competency and
standards. Journal of Social History, 14, 539-559.
Resnick, D. (1980). Minimum competency testing historically considered. Review of Research Commented [SCB5]: Not cited in text.

in Education, 8, 3-29.

Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions.

Interdisciplinary Journal of Problem-based Learning, 1(1).

http://dx.doi.org/10.7771/1541-5015.1002

Summers, E. & Dickinson, G. (2012) A longitudinal investigation of project-based instruction

and student achievement in high school social studies. Interdisciplinary Journal of

Problem-based Learning, 6(1), n.p?.

Supovitz, J. (2009). Can high stakes testing leverage educational improvement? Prospects from

the last decade of testing and accountability reform. Journal of Educational Change, 10,

211-227.

Terosky, A. (2014). From a managerial imperative to a learning imperative: Experiences of

urban, public school principals. Educational Administration Quarterly, 50(3), 3-33. doi:

10.1177/0013161X13488597
RESEARCH PROBLEM AND RATIONALE 11

Thomas, J. & Brady, K. (2005). The Elementary Education Act at 40: Equity, accountability, and

the evolving federal role in public education. Review of Research in Education, 29, 51-

67.

Vega, A. & Brown, C. (2013). The implementation of project-based learning. National Forum of

Educational Administration and Supervision Journal, 30(2), 4-29.

Voogt, J. & Roblin, N. (2012). A comparative analysis of international frameworks for 21st

century competences: Implications for national curriculum policies. Journal of

Curriculum Studies, 44(3), 299-321. doi:10.1080/00220272.2012.668938

Williamson, P., Bondy, E., Langley, L., & Mayne, D. (2005). Meeting the challenge of high-

stakes testing while remaining child-centered: the representations of two urban teachers.

Childhood Education, 81, 190-195. http://dx.doi.org/10.1080/00094056.2005.10522271 Commented [SCB6]: Not cited in text.
RESEARCH PROBLEM AND RATIONALE 12

Evaluation Summary for Proposing Research: Research Problem and Rationale

(Requirement (rename))

Final Score: 3.89 (out of 4) See Calculation

DRF points awarded: 19.44/20

Evaluator added files: meredith4 (Word Document (Open XML))

Overall comments: This is an excellent start, and a very well done paper with good
support. As you keep reading, strengthen the leadership components,
and make sure you are aware of any studies hat might have preceded
yours (what leaders need to do when introducing inquiry-based
learning?)
Nice!

Detailed Results (Rubric used: EDLE 801/802 Research Prospectus)

Introduction (10%) Introduction orients the reader to the purpose of the papera
discussion of your intended research focus.

(4) Exceeds (3) Meets (2) Approaching (1) Does Not Meet
Expectations (4 pts) Expectations (3 pts) Expectations (2 pts) Expectations (1 pt)

Introduction draws the
reader into the paper
effectively. The thesis is
clear and analytical., dealing
directly with significance,
and requires demonstration
through coherent
arguments and support
from published literature.
Introduction orients the Introduction explains what Introduction is weak. The
reader to the paper. The is in the paper, but lacks a paper lacks a clear thesis.
thesis is apparent, though clear and analytical thesis.
not entirely clear. It may be
more descriptive than
analytical. The thesis may
not be clear about
significance.

Criterion Score:3.50 (Weight 10%)

Comments on this criterion: I'm a big fan of the one-paragraph intro, as I'm sure you realize. For
this paper, I'd like to see some advanced organizers for the reader, at very least some strong
statement of purpose -- you provide a lot to establish the problem and a hint at where you're going,
but the fact that this paper serves as a proposal for some future research isn't all that clear.

Purpose (25%) It is important to explain to the reader what you wish to study

(4) Exceeds (3) Meets (2) Approaching (1) Does Not Meet
Expectations (4 pts) Expectations (3 pts) Expectations (2 pts) Expectations (1 pt)
RESEARCH PROBLEM AND RATIONALE 13

Purpose is clear and The purpose of the research The purpose is apparent, Purpose is missing or
compelling and well is clear and engaging. but confusing. unclear.
supported by published
literature, if possible.
Purpose is explained from
multiple perspectives (e.g.,
practical and academic) in a
logical and persuasive
manner.

Criterion Score:4.00 (Weight 25%)

Comments on this criterion: I had to exercise a great deal of patience as a reader :-)
However, when it all becomes together on page 6 or so, the purpose is quite well connected and
clear.

Significance (25%) It is important to explain to the reader why it is meaningful to pursue

your chosen topic.

(4) Exceeds (3) Meets (2) Approaching (1) Does Not Meet
Expectations (4 pts) Expectations (3 pts) Expectations (2 pts) Expectations (1 pt)

Significance is clear and The author weaves together Significance is apparent, but Significance is unclear or
compelling and well persuasive arguments not well supported by missing.
supported by published regarding the significance of literature and/or seems
literature. Significance is the topic that follow logically unrelated to purpose.
explained from multiple from the stated purpose.
perspectives (e.g., practical
and academic) in a logical
and persuasive manner, and
significance is clearly linked
to purpose.

Criterion Score:4.00 (Weight 25%)

Comments on this criterion: You do a commendable job establishing significance over the first 5
pages or so; as you move forward, pull the arguments together even tighter to the eventual
questions. In particular, you'll need to support the assertion of PBL as the end all and be all (and you
may not want to plant that stake in the ground, exactly - perhaps the point is that inquiry based
learning is crucial?)

Potential Research Questions (15%) Brainstorming research questions is an effective

means for articulating research interests.

(4) Exceeds (3) Meets (2) Approaching (1) Does Not Meet
Expectations (4 pts) Expectations (3 pts) Expectations (2 pts) Expectations (1 pt)

The list of potential research
questions is inclusive and
stimulating. The questions
are clearly and persuasively
linked to purpose and
significance.
A reasonable set of
questions is presented. The
questions clearly follow from
purpose and significance.
The list of questions is brief The list of questions is
and not very imaginative. inadequate.
Links to purpose and
significance may not be
clear.
RESEARCH PROBLEM AND RATIONALE 14

Criterion Score:4.00 (Weight 15%)

Comments on this criterion: These are a great start. I'm not sure these are quite narrowed to
where you want to be in the end, but as a launching point, they make good sense. Read, situate,
and revise.

Conclusion (15%) Every paper should conclude in a manner that both summarizes the
current work and anticipates future work.

(4) Exceeds (3) Meets (2) Approaching (1) Does Not Meet
Expectations (4 pts) Expectations (3 pts) Expectations (2 pts) Expectations (1 pt)

The conclusion begins with
a restatement of the papers
thesis in new language.
After a very brief summary
of the papers main points,
the conclusion broadens out
to discuss the direction of
the study and future
literature needs to support
purpose and/or significance.
The conclusion summarizes
the content of the paper
well and restates the thesis
in a manner that seems to
flow logically from the body
of the paper. The future
direction is apparent.
The conclusion merely The paper fails to conclude
summarizes what has come properly.
before. The thesis may be
stated in the same words as
at the beginning or it may
be missing from the
conclusion.

Criterion Score:3.75 (Weight 15%)

Comments on this criterion: You conclusion is sensible, but could be elaborated a good bit,
especially since it follow so soon after the questions. Be persuasive, bring back some of the earlier
notions of the problem at hand, and convince the reader that the study will help remedy these.

Mechanics, and APA style (10%)

(4) Exceeds (3) Meets (2) Approaching (1) Does Not Meet
Expectations (4 pts) Expectations (3 pts) Expectations (2 pts) Expectations (1 pt)

The paper is error free. The paper contains few The paper has several The paper has numerous
errors and is consistent with errors. errors.
APA style.

Criterion Score:3.75 (Weight 10%)

Comments on this criterion: A few APA issues, as noted.