Project -based learning: An applied ethnographic case study of two secondary English language arts classrooms

This applied ethnographic case study focused on two high school English courses using a project-based learning curriculum in two academies--Arts and Communication and Engineering and Technology--located in a public school in Hawaii. Specifically, it addressed the experiences English language arts teachers and students had in participating in this environment. The primary goal was to investigate what it is like to teach and learn in an integrated, project-based classroom by examining the principals', teachers' and students' perceptions of this curriculum as it documents the experiences of each stakeholder. American schools and teachers continue to be challenged with finding ways to improve student problem-solving skills, intellectual curiosity, and a positive attitude about school and learning. The academies at this school personalize the students' school day by giving them the opportunity to work with a team of teachers and the same group of students with similar interests while receiving a solid foundation in academics. The qualitative data from observations, interviews, and student artifacts were analyzed using a constructivist grounded theory approach. The teachers and principal used a part-to-whole approach when implementing project-based learning; they were able to envision the big picture, breaking it down into smaller parts and with each layer adding another step until the vision was complete. At the onset of each project, student expectations were shared and at the end of each project time for reflection was given in order for students to learn and make improvements. Integrating English language arts into a project-based curriculum combines some traditional teaching methods with the project-based approach. A lack of prerequisite skills in teaming and hands on, minds on learning may have limited the success of implementing this curriculum. Through integrated English language arts project-based learning students were provided with a meaningful and relevant student-centered curriculum; an environment where students learned through working together on teams; a curriculum that created opportunities for hands on, minds on learning; and opportunities through this curriculum to learn life skills. Results of this study will aid educators in determining whether or not to implement a project-based learning curriculum and suggest how to successfully implement it.