![There will be a fold here There will be a fold here There will be a fold here There will be a fold here Research Question What impact does a cross-curricular, project-based learning environment have on studentsâ mastery of 21st Century Skills? By SCOTT R. ROEHL In partial fulfillment of the expectations and academic requirements of the degree of Masters in Education, Carroll University. Triangulation of Data Abstract Past Research Findings The purpose of this action research was to determine whether studentsâ mastery of 21st Century Skills would improve through cross-curricular, project-based learning. The results were compared to a control group in a traditional middle school. At the beginning of the action research, the students in both the experimental group and the control group participated in pre-assessments and initial surveys. At the completion of the action research, and after adhering to all the components of Academy 21 (the experimental group), the experimenter compiled all of his anecdotal observations, and the students were given their post-assessment and ending surveys. At the conclusion of the action research, the experimenter analyzed the Rising Stars assessment results, the self-reflections and self-rankings of Pewaukeeâs Core Competencies, and the anecdotal observations from an Academy 21 advisor. Furthermore, the experimenter compared the student MAP and EXPLORE â standardized assessments of all students â scores to determine whether an academic difference existed. The results of the collected pieces of data give compelling and, in some cases, statistically significant evidence to the increased acquisition of studentsâ mastery of 21st Century Skills. ,[object Object]](https://image.slidesharecdn.com/posterpresentation-110426201542-phpapp02/85/Poster-Presentation-1-320.jpg)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Poster Presentation
Similar to Poster Presentation (20)
More from roehsco
More from roehsco (20)
Recently uploaded
Recently uploaded (20)
Poster Presentation
- 2. The students learn independence because the teacher is no longer the keeper of knowledge, but is rather a facilitator of information (Strobel & van Barnevald, 2009).
- 4. Academy 21 began with all required components
- 5. One-on-one conferencing and task lists
- 7. Advisory
- 8. Self-reflection on the Core Competencies
- 9. Implementation of the ALEKS math program
- 12. After working in Academy 21, the students will not have increased understanding of their individual learning style.