Project-Based Learning: Investigating Resilience as the Connection between History, Community, and Self

The paper shares findings of an examination of Project-Based Learning (PBL) in one eighth-grade classroom. This qualitative study focused on how PBL can meet the needs of 21st-century learners given the competing constraints of state standards and mandated curriculums, contrasted with the needs of disengaged and struggling students. Research questions were the following: In what ways does PBL provide a framework for teaching the skills of a 21st-century standards-based curriculum? What are the perceived benefits and barriers associated with PBL by teachers and students? Teachers and students agree that PBL is student centered and values learning, while preparing students for both standards-based assessments and for life in the real world.