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Findings show PBL teachers implemented PBL design principles more than comparison teachers, with many perceiving shifts toward authentic, student-centered instruction, greater choice, and higher engagement. Students in PBL classrooms reported more meaningful learning, collaboration opportunities, and social-emotional learning benefits, alongside tensions about covering required standards and skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-enactments-of-project-based-learning-in-secondary-english-language-arts/590282/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-enactments-of-project-based-learning-in-secondary-english-language-arts/590282.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core focus of this study on project-based learning in ELA?","Question",{"text":112,"@type":113},"The study examines the feasibility of enacting project-based learning in secondary English language arts and how teachers and students perceive the approach compared with comparison classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did PBL teachers’ enactment differ from comparison teachers?",{"text":117,"@type":113},"PBL teachers enacted PBL design principles significantly more than comparison teachers and often perceived positive instructional shifts.",{"name":119,"@type":110,"acceptedAnswer":120},"What tensions or challenges were discussed regarding PBL implementation?",{"text":121,"@type":113},"The study highlights tensions, especially the difficulty of covering required content and skills within a PBL-focused classroom.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590282,1792273920,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–17 DOI: 10. 1177/23328584241269829  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nExamining Enactments of Project-based Learning in Secondary English Language Arts  \nAlison G. Boardman  \nJoseph L. Polman  \nKarla Scornavacco  \nAshley Seidel Potvin  \nUniversity of Colorado  \nAntero Garcia  \nStanford University  \nBridget Dalton  \nUniversity of Colorado  \nKristina Stamatis  \nUniversity of Nebraska  \nAaron Guggenheim  \nCherry Creek School District  \nJessica L. Alzen  \nUniversity of Colorado  \nProject-based learning (PBL) grounds instruction in authentic learning experiences where students engage in real-world explorations that culminate in a final product or performance. We report on a mixed methods study with 43 ninth-grade English language arts (ELA) teachers (22 PBL and 21 comparison) and 1,671 students exploring the feasibility of enacting PBL in ELA classrooms and examining how teachers and students perceived this approach to learning. PBL teachers enacted PBL design principles significantly more than comparison teachers. The majority of PBL teachers perceived positive instructional shifts including more student-centered and authentic learning, more student choice, and greater student engagement. Many teachers also expressed a sense of renewal and passion. Students in PBL classrooms reported more meaningful learning experiences, opportunities for collaboration, and other aspects of social and emotional learning. We discuss tensions, including the challenge of covering required content and skills within a PBL-focused classroom.  \nKeywords: authenticity, collaboration, English language arts, high schools, learning environments, mixed methods, projectbased learning  \nIntroduction  \nProject-based learning (PBL) grounds instruction in authentic learning experiences where students engage in real-world explorations that culminate in final products or performances. In the United States, the first PBL movement  \ntook place during the progressive era (e.g., Dewey, 1916) . Despite indications of effectiveness (Aikin, 1942; Cremin, 1961), PBL never became widespread. Some have argued this is because of cultural and implementation issues, such as that PBL does not fit easily into the typical “grammar” of  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nBoardman et al.  \nschooling (Tyack & Tobin, 1994), especially in secondary schools. Others argue it does not fit common beliefs among teachers, administrators, and parents about what constitutes rigorous teaching and learning (Cuban, 1984; Polman, 2000) . PBL gained popularity again in the 1990s (e.g. Meier, 1995; Pea et al. , 1997), but the current resurgence began in the 21st century’s second decade (Baines et al. , 2021; Condliffe et al. , 2017; Grossman et al. , 2019; High Quality Project Based Learning, 2018) and continues into the present. Whereas most prior PBL was focused in science classrooms (Blumenfeld et al, 1991; Krajciket al. , 1998; Polman, 2000), with some in history education (e.g. , Levstik & Barton, 1997), PBL now spans multiple disciplines and subject matter and is increasingly concerned with serving equity aims. We are among those exploring PBL or inquiry-based learning approaches in English language arts (ELA) . We do not yet k","cbCaijnr7dqPJ3x2","https://ap.wps.com/l/cbCaijnr7dqPJ3x2","pdf",564618,17,"English","# Introduction\n## Literature Review and Framing\n## Study Questions and Method Overview","[{\"question\":\"What is the core focus of this study on project-based learning in ELA?\",\"answer\":\"The study examines the feasibility of enacting project-based learning in secondary English language arts and how teachers and students perceive the approach compared with comparison classrooms.\"},{\"question\":\"How did PBL teachers’ enactment differ from comparison teachers?\",\"answer\":\"PBL teachers enacted PBL design principles significantly more than comparison teachers and often perceived positive instructional shifts.\"},{\"question\":\"What tensions or challenges were discussed regarding PBL implementation?\",\"answer\":\"The study highlights tensions, especially the difficulty of covering required content and skills within a PBL-focused classroom.\"}]","Examining Enactments of Project-based Learning in Secondary English Language Arts | PDF",1792069241,43]