Description
This book provides a systematic assessment of the quality of Project-Based Learning (PBL) and proposes a diagnostic criteria framework for evaluating project design and implementation. It identifies key characteristics that vary as a result of differentiation. The book offers a feasible framework for implementing competency-based teaching on an international scale, drawing from our long-term exploration in China to address shortcomings in Chinese education. Furthermore, it delineates the boundaries and limitations of project-based design, facilitating professional learning in its implementation. Educational practitioners will gain multidimensional perspectives to develop their capacities and critically reflect on PBL’s impact on students' learning processes.
Table of Contents
1. Problem Posing and Conceptualization.- 2. Quality of Project Design: Research Foundation and Theoretical Construct.- 3. Quality of Teachers’ Support: Research Foundations and Theoretical Construct.- 4. Quality of Student Learning: Research Foundations and Theoretical Construct.- 5. Constructing and Confirming Quality Indicator Framework.
