Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/27323
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Leggett, Grace | en |
dc.contributor.author | Harrington, Ingrid | en |
dc.date.accessioned | 2019-07-10T03:57:23Z | - |
dc.date.available | 2019-07-10T03:57:23Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | International Journal of Inclusive Education, 25(11), p. 1270-1286 | en |
dc.identifier.issn | 1464-5173 | en |
dc.identifier.issn | 1360-3116 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/27323 | - |
dc.description.abstract | The following review examines the potential of Project Based Learning (PBL) as an instructional practice to uplift the engagement, motivation and academic achievement of low SES students in mainstream schools. To understand the impact of PBL on low SES students, the literature reflects that whilst some positives of PBL as an effective instructional practice for low SES students exist, the research into the perceived benefits is not conclusive. Conflicting findings, varied methodologies and the inconsistent employment of instruments to measure effectiveness, impact upon the ability to draw generalisable conclusions. Further research that explores the effectiveness of PBL as an instructional practice for low SES students is recommended. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | International Journal of Inclusive Education | en |
dc.title | The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/13603116.2019.1609101 | en |
local.contributor.firstname | Grace | en |
local.contributor.firstname | Ingrid | en |
local.subject.for2008 | 130303 Education Assessment and Evaluation | en |
local.subject.seo2008 | 930203 Teaching and Instruction Technologies | en |
local.profile.school | School of Education | en |
local.profile.email | grace.leggett@gmail.com | en |
local.profile.email | iharring@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 1270 | en |
local.format.endpage | 1286 | en |
local.identifier.scopusid | 85112006001 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 25 | en |
local.identifier.issue | 11 | en |
local.title.subtitle | a review | en |
local.contributor.lastname | Leggett | en |
local.contributor.lastname | Harrington | en |
dc.identifier.staff | une-id:iharring | en |
local.profile.orcid | 0000-0001-8694-7104 | en |
local.profile.orcid | 0000-0002-1898-4795 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:1959.11/27323 | en |
local.date.onlineversion | 2019-04-23 | - |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The impact of Project Based Learning (PBL) on students from low socio economic statuses | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Leggett, Grace | en |
local.search.author | Harrington, Ingrid | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000470643900001 | en |
local.year.available | 2019 | en |
local.year.published | 2021 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/6be87fe1-a0ec-43bf-a139-026383d63058 | en |
local.subject.for2020 | 390402 Education assessment and evaluation | en |
local.subject.seo2020 | 160199 Learner and learning not elsewhere classified | en |
local.codeupdate.date | 2021-12-08T10:24:23.840 | en |
local.codeupdate.eperson | iharring@une.edu.au | en |
local.codeupdate.finalised | true | en |
Appears in Collections: | Journal Article School of Education |
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