The impact of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in one state located in the Southeastern United States. Research questions explored the extent to which achievement test scores, dual credits earned, and dropout rates differed between ninth grade students in high fidelity NTN…

This study reports on the design and implementation of an equity-focused, project-based algebra curriculum in two advanced eighth-grade classrooms. We document with substantial detail a promising approach to capturing how students demonstrate and build robust mathematical understandings in ways that strongly connect to equity issues. We illuminate…

Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers' experiences while experimenting on project-based learning (PjBL) in Zimbabwe's current curriculum reform initiative. Project-based…

Supporters of project-based learning (PBL) argue that outcomes from the model include better performance in academic (Bell, 2010; Thomas, 2000) and non-academic outcomes (Saunders-Steward, Gyles, & Shore, 2010). The New Tech Network (NTN) is a school improvement network that provides training and development for high school faculty who commit…

Project-based learning (PjBL) as a PK-12 instructional model is growing nationwide. PjBL is seen as a mechanism to deliver academic content in a more engaging way for students and in a way that stresses the development of skills critical to success in the 21st-century workforce. Because of its increasing popularity and the disparate breadth of…