Project Lead the Way and Deeper Learning: An Evaluation Study

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dc.contributor.advisorAdams, Curt
dc.contributor.authorGodfrey, Jason
dc.contributor.committeeMemberEdwards, Beverly
dc.contributor.committeeMemberFord, Timothy
dc.contributor.committeeMemberForsyth, Patrick
dc.contributor.committeeMemberShaefer, Shawn
dc.date.accessioned2018-12-28T17:58:59Z
dc.date.available2018-12-28T17:58:59Z
dc.date.issued2018-12
dc.date.manuscript2018-12
dc.description.abstractFor the past several decades governmental, educational, and philanthropic entities have endeavored to respond to the national STEM gap directing tremendous amounts of resources in response. During this time a specific STEM intervention, Project Lead the Way, a K12 program with a purpose to address the STEM gap, has spread across the country. This study investigates whether Project Lead the Way is delivering on its promise. Project Lead the Way exhibits many of the characteristics recommended by leading experts to reform traditional education into one that stresses deeper learning and the acquisition of 21st Century Skills. The central question of this study was to determine whether exposure to Project Lead the Way curriculum does indeed lead to deeper learning as evidenced through the acquisition of 21st Century Skills, specifically problem solving, critical thinking, and creativity. Further, are the recommendations of researchers who intend to more fully integrate deeper learning into the fabric of high school coursework validated by the effects of a program that follow those recommendations. The results suggest that the answer is maybe to both questions.en_US
dc.identifier.urihttps://hdl.handle.net/11244/316819
dc.languageen_USen_US
dc.subjectProject Lead the Wayen_US
dc.subjectDeeper Learningen_US
dc.subjectSTEMen_US
dc.subjectSTEM gapen_US
dc.thesis.degreeEd.D.en_US
dc.titleProject Lead the Way and Deeper Learning: An Evaluation Studyen_US
ou.groupJeannine Rainbolt College of Educationen_US
shareok.orcid0000-0002-9554-6684en_US

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