Project-Based Learning

This multiliteracies-oriented test is currently being used in intermediate Italian courses at a large public university in the southwestern United States. It was designed to replace the traditional oral assessments that are question-answer based, during which learners are providing predictable short answers to predictable, predetermined questions. In the multiliteracies-oriented test presented here, students perform tasks designed using the pedagogy of multiliteracies (Cope & Kalantzis, 2009; Kern, 2000; New London Group, 1996). A multiliteracies framework perceives learning as a process of discovery (Paesani, Allen, & Dupuy, 2015, p. 23), and learners are not only preparing for an assessment, but they are also engaging in forethought, design, and reflection while reading, writing, listening, and speaking.

This work is a research done by Mwalimu Martin Otundo out of a friend's inkling. The idea of the project was initially put forward by Adam. Publication has been done by Mwalimu martin Otundo to add knowledge and literature to other scholars. ABSTRACT Over 72% of development in both the developed countries and LDCs are existing just as PPPs. This is greatly tied to the fact that infrastructural projects require large amounts of capital investments .This study however has the view that all the countries in the world have engaged the private sector in public projects development just because they have noticed their importance. The purpose of this study therefore is to find out the viability of PPPs in Mombasa County, Kenya. The study is guided by four objectives that seek to; examine the extent to which financial provision role enhances the viability of Public Private Projects in Mombasa County, establish the extent to which technical know-how provided by Public Private Projects enhances their viability in Mombasa County, establish the extent to which risk management role played by Public Private Projects enhances their viability in Mombasa County, and, determine the extent to which the cost efficiency role played by the Public Private Partnership projects enhances their viability in Mombasa County, Kenya. The objectives also form the themes in literature review. A descriptive research design will be adopted for the study. In the study purposeful sampling will be used in accordance to the characteristics the elements in the population possess. The research targets managers/employees handling PPPs projects in Mombasa County. The target population is about 2,400 but a population sample of 80 will be used. A pilot study will be conducted to check the instruments reliability and validity. Data will be collected using a structured questionnaire which will be administered personally, via e-mails, enumerators and pick them after they had been filled. Data will be coded and analyzed using the SPSS. The data will be analysed and the variables correlated to check the relationship of data. A regression model will also be fitted to check the changes in the dependent variable that can be explained by variations in the independent variables. 2

[CURRENT INFO:  http://evaluationbydesign.com/survey21cs ] 
This teacher survey is available for re-use in studies of 21st century teaching and learning.  It has demonstrated excellent reliability, improving on reliable measures from previous studies (std. alpha > .90, inter-item correlations > .58).  Support for content validity is based on review of existing frameworks and measures.  Support for concurrent validity includes strong relationships to time spent using project-based learning.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

This research seeks to evaluate the effectiveness of internal control system in the private sector.
Internal control is one of the vital tools used to control finances, safe guide assets and to checkmate incident of fraud, irregularities in every organization.
Internal control can be liken to a network of pillars that holds a skyscraper without which the skyscraper will collapse like a park of card.
It is in the light of foregoing that the researcher put up a study of its effectiveness in private companies using Nugget Hotel Limited, Abuja as a case study.
The study was carried out through personal interviews, questionnaire and tabular analysis of findings. It became obvious that internal control system is not so effective in most private companies. hence useful recommendation were proffered which if utilized by the private company in this category will make internal control effective and guarantee the survival and profitability of private companies.

In this paper, the authors evaluated the implementation of a Project Based Learning (ProjBL) incorporating the development of students' soft skills as well as technical or professional competences. The research question addressed here is the suitability of ProjBL in achieving the desired learning outcomes i.e. practical knowledge of engineering surveying, basic knowledge on engineering design, and soft skills or personal competences. The objectives are two-fold; (i) to evaluate the effectiveness, and (ii) to identify potential improvement. The course, the Engineering Surveying Camp offered at Year-I of a four- year civil engineering degree programme, is a two-week field course. During the course, the students carried out an actual surveying and design project in groups of 6-7 students supervised by the academics. Assessment of technical aspects was based on daily output and final products while for soft skills on performance during the various sessions. Evaluation was carried out based on the outputs and student performance during the various sessions. It was found that the technical aspects were achievable though with lesser degree for the engineering design. On soft skills, students demonstrated an overall improvement of competency but it was difficult to ascertain the levels for the average students while the best and poor performers were easily observed. © EuroJournals Publishing, Inc. 2009.

isites.harvard.edu/fs/docs/icb.topic666358.files/Implementing%20Outcome%20Based%20Education%20Using%20Project%20Based.pdf

การวิจัยนี้มีวัตถุประสงค์เพื่อ 1) พัฒนารูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสาน เพื่อส่งเสริมโครงงานสร้างสรรค์ และทักษะการทำงานร่วมกัน 2) ประเมินความเหมาะสมของรูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสานที่พัฒนาขึ้น โดยมีขั้นตอนการวิจัยแบ่งออกเป็น 2 ขั้นตอนคือ การพัฒนารูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสาน และการประเมินความเหมาะสมของรูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสานที่พัฒนาขึ้น กลุ่มตัวอย่างเป็นผู้เชี่ยวชาญด้านการออกแบบการเรียนการสอน ด้านการจัดการเรียนการสอนแบบโครงงานเป็นฐาน และด้านการจัดการเรียนการสอนแบบผสมผสาน จำนวน 12 คน ได้จากการคัดเลือกแบบเจาะจงตามเกณฑ์ที่กำหนด วิเคราะห์ข้อมูลด้วยค่าเฉลี่ย และส่วนเบี่ยงเบนมาตรฐาน
ผลการวิจัยพบว่า รูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสาน ประกอบด้วย 3 ขั้นตอน คือ 1) ขั้นเตรียมการ 2) ขั้นการเรียนการสอน และ 3) ขั้นประเมินผล ในขั้นการเรียนการสอนใช้รูปแบบการสอนแบบโครงงานเป็นฐาน ร่วมกับกระบวนการเรียนรู้แบบผสมผสาน ประกอบด้วย 6 ขั้นตอน คือ 1) ขั้นศึกษาเนื้อหา 2) ขั้นสร้างความสนใจ 3) ขั้นวางแผนและศึกษาข้อมูล 4) ขั้นพัฒนาโครงงาน 5) ขั้นสรุปผลและนำเสนอ และ 6) ขั้นประเมินและสะท้อนผล และผลการประเมินความเหมาะสมของรูปแบบการเรียนการสอนแบบโครงงานเป็นฐาน โดยใช้กระบวนการเรียนรู้แบบผสมผสานที่พัฒนาขึ้น มีความเหมาะสมโดยรวมอยู่ในระดับมากที่สุด

In the coming decades, the platforms and formalisms scholars employ to display, transform, and transmit information will continue to evolve. Innovations in information management did not stop with the codex. They will not stop with the PC. The purpose of this paper is to explore a specific implication that new paradigms of computing—especially those pertaining to 3D objects and 3D environments—will present for the discipline of history. Put simply, this study suggests historians will need to re‐think the aesthetics of their discipline. Drawing on the experience of the<it> 3D Virtual Buildings Project</it>, it suggests there are two possibilities historians can and ought to explore. The first is to test the efficacy of 3D objects as cognitive tools, tools designed to assist student realization that historical works are models, models that must be distinguished from the objects they represent. The second is to explore the use of 3D‐immersive environments as platforms to display research findings. If Virtual Reality is to emerge as a viable medium for the historical discipline, scholars will need to transform their practice. Assumptions regarding the constitution of narrative, authorship and the scholarly work will all require modification.

Capstone is defined by the American Heritage Dictionary (2009) as a “crowning achievement or final stroke, the culmination or acme”. As the pinnacle of a student’s academic experience they mark a unique opportunity for students to showcase their knowledge, skills, and abilities acquired during their time in an academic program through a comprehensive, intensive, and integrative individualized experience. In a capstone experience, students synthesize, integrate, and/or apply their previous knowledge, in a way that demonstrates mastery while building a deeper level of understanding.The student created products generated from the capstone experience should be designed to help assess crucial learning outcomes of the BMF completer program in which the student is enrolled. Additionally, demonstration of general education and/or interdisciplinary outcomes should also be evident in the capstone such as effective written and oral communication, critical thinking, information accessing and information processing, and problem solving (Buzzetto-More and Pinhey, 2007).

A capstone course is a transformative educational experience predicated on student-centered constructivist pedagogy. In a capstone course, the tutor is not the foci of erudition, rather there is a shift of responsibility as the instructor becomes a facilitator who guides the tutee on their self-charted scholarly expedition (Buzzetto-More, 2013).

Various incarnations of student capstone courses can be found in higher education, most commonly within undergraduate and graduate nursing, education, computing, engineering, and/or or business programs. While still considered an unusual occurrence in K-12 teaching and learning in the United States, recognition of the benefits of capstone experiences has been growing steadily, albeit slowly, during the past fifteen years.

The pioneer of public K-12 capstone experiences is the State of Rhode Island. Under the Rhode Island Diploma System, students demonstrate proficiency through multiple sources of evidence gathered over time. State assessment results count for no more than 10 percent of this evidence. Other factors considered include: portfolios, capstone projects, public exhibitions, and the State's Certificate of Initial Mastery. As the culminating achievement of a student’s K-12 studies, the Rhode Island Capstone Project requires students to focus in-depth on a core question, the product of which plays an essential part in demonstrating that a student can meet applied learning standards, RI Grade Span Expectations, and other content standards (Rhode Island Skills Commission, 2012).

There are many different models for capstone course delivery and conducting these courses is a complex task. Clear, Goldweber, Young, Ledwig, and Scott (2001) addressed the complexity of creating, implementing and delivering a successful capstone experience. They explained that there are a number of important issues that need to be addressed. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables;Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review.

Capstone experiences are highly constructivist and almost always project based whereas project, or problem based learning, it is a constructivist form of instruction where students engage in critical thinking, synthesis, evaluation, multilayered decision making, goal setting, problem solving, and collaboration (Page, 2006). Further, the exploratory and inquiry oriented nature of project based learning activities helps to build and/or reinforce information literacy skills (Buzzetto-More, 2009; Kuhlthau and Todd, 2007) where students demonstrate the ability to: plan, select sources, find and locate information, engage in critical analysis, apply multilayered decision making, and generate meaning (Page, 2006).

Teaching a capstone course is an exciting and ever changing experience. It requires an ongoing and
meaningful dialogue to occur between tutor and tutee, the unique nature of which stimulates learning in
a way that is without parallel. As such, an enthusiastic and supporting attitude is paramount.

This study analyzes how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education After interviewing 32 high-achieving students and surveying 1,022 additional students at a South Korean university, we found that four factors were particularly relevant to the challenges of high-achieving students' TPBL: initiative, goal orientation, social relationships, and preference for TPBL. The results showed that high achievers believed that they worked with greater initiative than their teammates throughout the team project – although mostly alone – and were distressed by collaboration and prone to abandon collaborative work to ensure higher grades. These findings indicate that high-achieving students, despite their high grades, might not successfully learn the competency for the high level of teamwork and collaboration expected in TPBL, perhaps because they persist in approaching team learning as individual-oriented rather than collaborative.

Leadership development has become an import aspect of the UAE's educational system. In recent years, UAE leaders have focused on the reform of higher education assessment, curriculum and administration with a view to encouraging Emirati students to contribute to the nation's growth as national human capital, through leadership roles where they will be guided and educated driving the needs of the knowledge economy. In many courses, students are more knowledge recipients than producers; they are considered cognitively active whilst physically inactive where learning is considered a passive process. BUSS301, a third-year undergraduate course taught to engineering students has undergone major revisions influenced by student evaluations on application, relevance and assessment. The earlier syllabus entitled Corporate Leadership and Human Resource Management (more theoretical and examination driven) has evolved to a more recent Enquiry Based approach: Teaching and Learning Leadership by Simulation and Theory where students are driving their own learning through inquiry using a project-based learning (PBL) approach.

Today, the development of territories relies largely on collective intelligence. The following comments aim to highlight the existence of a specific mode of regulation of collective action, strategic territorial management. One of its main characteristics is precisely to rely on the articulation of a series of cognitive processes in the design and implementation of territorial development projects. The framework of this approach is the elaboration of strategic projects which are both the melting pot of the synergy of regional players and the result of this collective dynamic. This elaboration is an essentially cognitive and transactional process, the effectiveness of which is directly dependent on the degree of collective intelligence of the territory.

Résumé
Aujourd'hui, le développement des territoires repose largement sur l'intelligence collective. Les propos qui suivent s'attachent à mettre en lumière l'existence d'un mode spécifique de régulation de l'action collective, le management territorial stratégique. Une de ses principales caractéristiques est précisément de s'appuyer sur l'articulation d'une série de processus cognitifs dans la conception et la mise en œuvre de projets territoriaux de développement. Ce processus a pour cadre la démarche de projet qui est à la fois le creuset de la mise en synergie des acteurs du territoire, dans leur diversité, et le résultat de cette dynamique collective. Son élaboration est un processus essentiellement cognitif et transactionnel, dont l’efficacité est directement fonction du degré d'intelligence collective du territoire.

This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison.

Children transitioning into school are often confronted with formal teaching and learning approaches that contrast sharply with what they have experienced in contemporary early childhood education (ECE) settings. This research project contributes a perspective on how junior schoolteachers might improve continuity for children moving from ECE to school. The transformation of the new-entrant and year-1 classes at Mairehau Primary School provides powerful insights into what is possible when teachers embrace play as a valid and worthwhile form of
learning for young children new to school. There are a number of implications for practice for teachers interested in continuity of learning between home, ECE, and school. These include:
› Allowing children time and space within the classroom timetable to develop a sense of belonging and relationships
is likely to support children’s wellbeing and positive attitude towards school.
› Creating a balance between the priorities of creativity, agency, belonging, relationships, and children’s interests and inquiries, and literacy, and mathematics is possible.
› Creating this balance for young children by valuing and encouraging purposeful play and authentic inquiries as part of the school day.
› Recognising that young children bring interests, experiences, and expertise with them to school. They are often most competent when they are able to do some of the ‘driving’ of the programme.
› Placing a greater emphasis on authentic engagement and agency, and valuing children’s prior-to-school
learning and experiences can contribute to children being more settled when starting school.
Finally, the shifts in classroom practices illustrated by this case study owe much to the teachers and school leaders, and the dispositions they hold about their role. Such significant transformation was possible because teachers and school leaders had:
› the curiosity to seek out new approaches
› the willingness to rethink their approaches to teaching
› a belief that adopting the new does not necessitate discarding the old
› a high level of trust in one another to do what they believe is best for children, and the confidence to give things a go.

In  order  to  improve  the  effects  of  project-based
learning (PBL), the author developed a visual tool that
supports team organization by visually representing the
personal skills data of team members. In a PBL activity
performed  by  student  teams, the organization  of  the
teams gives  rise  to unexpected  variations in level  of
learning. However, organizing appropriate teams is not
so  easy.  The  tool  developed  by  the  author  visualizes
the  skills  data  of  persons  and  teams  in  several
representations. It makes it easy to identify the features
of teams and their members, and helps eliminate trialand-error  in  the  process  of  organizing  teams.  The
author also  evaluated the adequateness  of  past  team
organization by using actual skills data.

ABSTRACT
This paper presents the results from a recently performed research on the effectiveness of different project-based strategies and practices for learning and teaching implemented in both formal and non-formal educational environment. The research methodology integrates methods and tools for parallel study of both social and educational areas of the project-based teaching-learning interaction: surveys, comparative questionnaire, focus groups, case study and experimental teacher training.

The collected data show that school projects are a welcoming and enjoyable experience for both students and teachers. They appreciate significant advantages of the approach, as compared to traditional methods and strategies. At the same time, they identify specific risks and challenges that can negatively affect their achievements, communication, satisfaction, or academic and social effectiveness. Probably, the most significant conclusion from the research is that the skills and competences for project-based teaching and learning can be effectively developed by both formal teacher training programs and project-based practices (internships).

On the basis of the performed experimental teacher training program (its results have been already implemented in the bachelor program for Pedagogy students at Sofia University), improvements were made to several project-based strategies and techniques. Specific conclusions and recommendations have been formulated regarding the possibilities to improve teacher competences and excellence through participation in school / learning projects’ development and management.

ABSTRACT
The purpose of the study was To Examine the influence of knowledge, attitude and practice of Human Immunodeficiency Virus (HIV) prevention in Hola Hospital. The following objectives guided this research: to establish the level of knowledge of HIV/AIDS among various individuals served by Hola Hospital; to examine the attitudes of various individuals served by Hola Hospital towards HIV/AIDS; to identify sexual practices adopted by the various individuals served by Hola Hospital towards HIV/AIDS prevention; and to establish the extent to which HIV prevention practices are informed by knowledge and attitudes towards HIV/AIDS in Hola Hospital. This was a descriptive cross – sectional study. Data collection was conducted from September 218 to early November 2018. The target population of the study composed of 890 recorded patients (adults over 18 years) who sought various services from the Hola hospital during the study period and the ones who were affiliated to the VCT and HIV/AIDS management were given better priority. Based on the research findings and the literature reviewed, the researcher concluded that: Knowledge about HIV/AIDS influences its spread, control and management in the sub-county’s hospital; Attitudes towards HIV/AIDS in the county influence its spread, management and control in the study area significantly; and The various practices of HIV/AIDS control and management influence the spread, infections, management and control of the disease most. 

Key words: Knowledge, attitudes, practices, HIV/AIDS

El presente texto describe y analiza los resultados del proyecto
“Música para concienciar, música para disfrutar”, desarrollado por el departamento de música del IES Joan Coromines de Benicarló. El objetivo principal del mismo fue acercar la realidad de la discapacidad a alumnos de educación secundaria por medio del contacto directo con este colectivo y de la implicación emocional expresada a través de un producto artístico. Los participantes fueron, por un lado,
alumnos de segundo de ESO con bajo rendimiento académico y, por otro lado, personas adultas con discapacidad intelectual. El trabajo conjunto de ambos colectivos culminó con la grabación del videoclip “El rap de la discapacidad”.

The objective of this study is to present and discuss how data visualization can be incorporated into teaching approaches by business faculty in introductory business statistics to strengthen business students' practical skills. Data visualization lessens difficulties in learning statistics by providing opportunities to illustrate analytical findings in graphic form, which is essential for learners with different learning styles. Familiarizing students with Excel, Python, or other software in introductory business statistics is beneficial in helping them attain statistical literacy by analyzing real-world data such as COVID-19statistics. Using such data equips students with knowledge of statistical implementation—a core skill in the business

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

School systems in the U.S., particularly in urban contexts, often mirror, reinforce, and maintain the systemic oppression that exists outside classroom walls. As teachers committed to justice and equity, the authors attempted to resist the historically oppressive institution of schooling and imagine new possibilities for learning. The authors found strength and direction by collaborating with each other, listening to their school communities, and reflecting on the work of esteemed educators, particularly educators of color. In this chapter, the authors share their struggles, successes, and new understandings to contribute to ongoing conversations about education justice.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

Lernen in Projekten hat sich als Unterrichtsverfahren inzwischen in vielen Schulen durchgesetzt. Es gilt als eine unverzichtbare Ergänzung des traditionellen Klassenunterrichts und wird in neueren Richtlinien und Lehrplänen empfohlen. Mit schulischer Projektarbeit werden viele Hoffnungen verbunden. Schülerinnen und Schüler sollen selbständiges Planen, Entscheiden und Organisieren lernen. Sie sollen durch Kooperation Teamfähigkeit und verantwortliches Handeln einüben. Dabei sollen sie Grundformen eines demokratischen Bewusstseins entwickeln. In diesem Buch wird das Projektlernen als eine besondere Methode schulischen und außerschulischen Lernens vorgestellt: Der Begriff Projektlernen wird aus historischer und systematischer Perspektive erklärt. Aktuelle Konzepte des Projektlernens werden vorgestellt und erörtert. Modelle des Projektlernens und Möglichkeiten seiner Durchführung werden präsentiert. Probleme des Projektlernens wie die Themenwahl und die Benotung der Schülerleistungen werden diskutiert. Beispiele durchgeführter Projekte illustrieren die Darstellung.

Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.

Abstrak Project Based Learning adalah pendekatan pengajaran yang dikembangkan berdasarkan prinsip contructivis, problem solving, inquiri riset, integrated studies dan menekankan pada aspek kajian teoritis dan aplikasi. Model pembelajaran yang diawali dengan tahapan mengumpulkan informasi berupa gagasan dan pertanyaan anak-anak sesuai dengantopik yang dipilih lalu dikembangkan menjadi kegiatan belajar dan eksplorasi. Pembelajaran menggunakan metode Project Based Learning siswa mengembangkan suatu proyek baik secara individu ataupun secara kelompok untuk menghasilkan suatu produk. Topik dalam pendekatan proyek harus konkret, dekat dengan pengalaman pribadi anak, menarik, memiliki potensial secara emosional dan intelektual. Implementasi Project Based Learning pada anak usia dini, dibagai menjadi 3 diantaranya adalah: pembelajarran proyek total,pembelajaran proyek parsial dan pembelajaran proyek okasional Kata kunci: pembelajaran berbasis proyek, pendidikan anak usia dini 1 Anisa Yunita Sari :Dosen PGPAUD Universitas Narotama 2 Retno Dwi Astuti :Dosen PGPAUD Universitas Islam Lamongan A. PENDAHULUAN Pembangunan Nasional di bidang pengembangan sumberdaya manusia Indonesia yang berkualitas melalui pendidikan merupakan upaya yang sungguh-sungguh dan terus-menerus dilakukan untuk mewujudkan manusia Indonesia seutuhnya. Upaya peningkatan kualitas pendidikan di Indonesia tidak pernah berhenti. Berbagai terobosan baru terus dilakukan oleh pemerintah melalui Depdiknas. Salah satu terobosan yang sering dilakukan adalah dengan adanya pergantian Kurikulum, hingga sampai saat ini Kurikulum 2013 yang digunakan. Dalam implementasi Kurikulum 2013 ini diperlukan pendekatan yang dapat mengintregasikan antara aspek teoritis dan praktis. Proses pembelajaran pada Kurikulum 2013 dilaksanakan menggunakan pendekatan ilmiah (scientific appoach). Proses pembelajaran menyentuh tiga ranah, yaitu sikap,

From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers’ perceived ability to teach and assess 21st century skills and on student achievement.

Overall, there were substantial and statistically significant effect size differences between teachers who used PBL with extended professional development and other teachers in the sample. Compared with the matching group, the extensively trained PBL-using teachers taught 21st century skills more often and more extensively. This finding applied across the four content areas, in classrooms serving students with a range of performance levels, and whether or not their schools had block scheduling. The study also found that teachers did not feel as successful at assessing the skills as they did teaching them.

Students of these teachers performed no differently on WESTEST 2 than a matched set of students taught by non-PBL-using teachers or teachers who had not received extensive training. Although students of PBL-using teachers did not show WESTEST 2 gains that exceeded a matched group of students, their performance should serve to mitigate the concern among some educators that engaging in PBL will impede standardized test preparation. This study also provided evidence of the potential of PBL to become part of the larger educational landscape by working in different types of schools.

Hazırda bir sıra Qərb ölkələrində istifadə edilən və effektiv tədris metodu hesab olunan layihə-əsaslı öyrənmə dərindən öyrənməni stimullaşdırmaqla yanaşı, tələbələrə müasir daxili və xarici əmək bazarının tələblərinə cavab verən mühüm bilik və bacarıqları aşılayır. Layihə-əsaslı öyrənmənin əsas prinsipləri olan tənqidi və yaradıcı düşüncə, real problemlərin həlli, komanda işi, şəxsiyyətlərarası münasibətlər, analitik düşüncə, dəyərləndirmə və s. öyrənənləri tədris prosesinin mərkəzinə qoyur və akademik həyatla real həyat arasında bağlılıq yaradır. İlk dəfə tibb ixtisasında tətbiq olunmağa başlayan bu üsul, tədricən mühəndislik, biznesin idarə olunması, müəllimlik ixtisaslarında da tətbiq olunmağa başladı. Avropa Ali Təhsil Məkanına daxil olmaqla Azərbaycan ali təhsili də artıq tələbəyönlü təhsilin əhəmiyyətini vurğulayaraq yalnız yerli deyil, həm də qlobal əmək bazarının tələblərinə cavab verən məzunların yetişdirilməsini hədəfə almalıdır. Bu məqsədlə, xüsusilə təhsilin idarə olunması ixtisasında Layihə-əsaslı öyrənmə metodundan istifadənin miqyası araşdırılmalıdır.


Project-based Learning (PBL), which is currently implemented in many Western countries and which is considered as one of the most effective teaching approaches stimulates deep learning. It also helps to cultivate graduates, who can meet the demands of the contemporary local and global labor market via the development of required skills and competences. Project-based learning puts learners in the center of learning process by highlighting the principles, such as critical and creative thinking, problem-solving, teamwork, interpersonal communication, analytical thinking, an evaluation. This teaching approach emphasizes the link between academic and real life. Project-based Learning, which was first implemented in medical education is now a popular teaching approach in engineering, business administration and pedagogy. Azerbaijani higher education system, which is integrated into European Higher Education Area, needs to focus on the development of graduates who will be competitive not only in the local but also, in external labor market. With this in mind, there is a need to research the extent to which PBL is being implemented in the development of educational leaders in Azerbaijani universities. Project-based Learning, Azerbaijan, higher education, innovative teaching approach, education management.

This article presents a case study of the integration of the Internet of Things (IoT) in high-school biology project-based learning. The study's main goal was to conduct an in-depth, qualitative examination of the students' experiences and the development of their skills over the course of this project. The following research questions were formulated: (1) What were the significant learning experiences for the high-school biology students participating in the IoT-based project? (2) How did these experiences shape students' interpersonal, intrapersonal, and cognitive skills? The research approach applied was that of an instrumental case study with multiple data collection sources (in-depth interviews, observations, one-on-one discussions with the students). The data were analyzed by applying an embedded analysis focused on students' experiences and skills. The findings present students' cognitive, social, and emotional experiences and how these experiences shaped their corresponding cognitive, interpersonal, and intrapersonal skills. This research contributes to the theory and practice of project-based learning in high school.

English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed-and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education.

This is the pre-press draft of my book chapter of the same name in Rodgers, P. & Bremner, C. (eds) Design School: After Boundaries and Disciplines. Wilmington: Vernon Press. pp 59-67. ISBN 1622735862

This is a polemical piece that argues that formal education is broken and cannot be fixed and that this has implications for design eduction. Perhaps more significantly I argue that the core subject matter of design education should be about ourselves and our relation to the world we inhabit and transform.

Was haben Wissenschaft und Architektur miteinander zu tun? Wie können Architekten forschen? Wie arbeitet man mit Quellen, wie zitiert man? Wie schreibt man eine wissenschaftliche Arbeit? Das Fach „Wissenschaftliches Arbeiten“ dient dazu, diese Fragen zu beantworten und spiegelt dabei die Realität einer zunehmend interdisziplinär verknüpften Praxis wider.
Schriftliche Arbeiten spielen dabei eine zentrale Rolle. Es werden daher die folgenden Aspekte seminaristisch behandelt: die möglichen Ansätze und Beobachtungsgegenstände einer wissenschaftlichen Arbeit; wie man Literatur auswählt; wie man mit Quellen umgeht; wie man aus diesen Quellen zitiert und paraphrasiert; welche Forschungsmethoden zur Auswahl stehen; und wie man wissenschaftliche Arbeiten schreibt.
Die Studierenden können ihre Fragestellung, Literatur und Methoden selbständig auswählen. Diese Auswahl orientiert sich an den jeweiligen Projektthemen. Entscheidend ist dabei, was man über eine wissenschaftlich orientierte Fragestellung behandeln oder beantworten möchte.
Das Ziel des Fachs ist es, Studierende an die Methoden wissenschaftlicher Arbeit sowie deren allgemeingültige Regeln und Verfahrensweisen heranzuführen. Sie erhalten dabei im Seminar die Möglichkeit, ergebnisoffene Hausarbeiten mit Projektbezug zu verfassen. Diese soll nachvollziehbar, systematisch organisiert und strukturiert sein.