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|Title:||The Story of one Urban High School's Efforts to Improve Student Attitudes, Motivation, Self-efficacy and Perceptions of Self, School, and Science through Project-based Science Instruction|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Higginbotham, T., Anderson, J., Rosca, C., Barnett, M., Jencunas, D., Copman, S., & Zinkowski, J. (2006). The Story of one Urban High School's Efforts to Improve Student Attitudes, Motivation, Self-efficacy and Perceptions of Self, School, and Science through Project-based Science Instruction. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 257-263). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Odyssey High School is small inner-city school within a school in a large urban center. Over its five years of existence, Odyssey administrators in collaboration with a set of outside partners have been developing and implementing a school that focuses on project-based learning and supports its teachers in constructing interdisciplinary projects around the school's theme of environmental science. Findings indicate that older students at the school, who were with the school before this reform effort began, are not as vested in the effort as are younger students, many of whom chose to attend the school for its science focus. It appears that positive gains in student self-efficacy and interest toward science have been achieved in the few years since the reform effort has been commenced but there are significant challenges remain on improving student sense of belonging and overall engagement with the school.|
|Appears in Collections:||ICLS 2006|
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