The Effect of a Change Facilitator on Project-Based Learning Curriculum Design Metadata

Title

• Main Title The Effect of a Change Facilitator on Project-Based Learning Curriculum Design

Creator

• Author: Fry, Jana
  Creator Type: Personal

Contributor

• Chair: Tunks, Jeanne L.
  Contributor Type: Personal
  Contributor Info: Major Professor
• Committee Member: Nuñez-Janes, Mariela
  Contributor Type: Personal
• Committee Member: Rinn-McCann, Anne
  Contributor Type: Personal
• Committee Member: Subramaniam, Karthigeyan
  Contributor Type: Personal

Publisher

• Name: University of North Texas
  Place of Publication: Denton, Texas
  Additional Info: www.unt.edu

Date

• Creation: 2017-05

Language

• English

Description

• Content Description: This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.
• Physical Description: vii, 199 pages

Subject

• Keyword: teacher concerns
• Keyword: teacher levels of use
• Keyword: change facilitator
• Keyword: Concerns-Based Adoption Model
• Keyword: Project-Based Learning
• Keyword: Education, Curriculum and Instruction
• Keyword: Education, Administration
• Keyword: Education, Teacher Training
• Library of Congress Subject Headings: Project method in teaching.
• Library of Congress Subject Headings: Curriculum change.
• Library of Congress Subject Headings: High schools -- Curricula.

Collection

• Name: UNT Theses and Dissertations
  Code: UNTETD

Institution

• Name: UNT Libraries
  Code: UNT

Rights

• Rights Access: public
• Rights Holder: Fry, Jana
• Rights License: copyright
• Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

• Thesis or Dissertation

Format

• Text

Identifier

• Accession or Local Control No: submission_641
• Archival Resource Key: ark:/67531/metadc984230

Degree

• Degree Name: Doctor of Philosophy
• Degree Level: Doctoral
• Academic Department: Department of Teacher Education and Administration
• College: College of Education
• Degree Discipline: Curriculum and Instruction
• Degree Publication Type: disse
• Degree Grantor: University of North Texas

Note

• Embargo Note: The work will be published after approval.