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TPS Quarterly

The Library of Congress > Teachers > TPS Program > TPS Quarterly > Research and Current Thinking

For each issue, TPS partners submit summaries of and links to online resources—articles, research reports, Web sites, and white papers—that provide research and current thinking relating to the theme. This issue's Research & Current Thinking focuses on helping teachers to support students' project-based learning using primary sources.


Implementing Project-Based Learning to Create "Authentic" Sources: The Egyptological Excavation and Imperial Scrapbook Projects at the Cape Cod Lighthouse Charter School
In this article from the journal The History Teacher, a seventh-grade charter school teacher describes her positive outcomes with the use of project-based learning to teach about ancient civilizations, helping her students become more knowledgeable about the rise and fall of these civilizations.


Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods
This review of research literature on project-based learning highlights the significant benefits derived from the cooperative learning and inquiry-based teaching that are hallmarks of project-based learning. For example, the authors cite research demonstrating that a deeper level of learning is achieved when students can apply the knowledge they have gained in the classroom to problems they face in the real world.


Project-Based Learning
In this column from the Association for Supervision and Curriculum Development (ASCD)’s Educational Leadership online publication, the author compares the core idea of project-based learning with its reality in contemporary classrooms and summarizes research on the effects of project-based learning on student achievement.


Project-Based Learning
This resource demonstrates the numerous ways in which project-based learning (PBL) can be implemented in small schools while also taking into account the fact that instilling PBL into the school environment is an evolving process. This process “changes and grows incrementally with the amount and nature of choice students are granted in their learning, with the scope of the projects, and with the role of the teacher in project development and execution.” In order to demonstrate this process, schools that have exhibited success in taking PBL to new levels have been highlighted.


Project-Based Learning in Social Studies
This online resource from the Vermont Alliance for the Social Studies provides a step-by-step outline of the phases of project development and information on designing integrated assessment using multiple sources of evidence.


Project-Based Learning: The Online Resource for PBL
This web site from the Buck Institute for Education provides educators with a variety of resources to implement project-based learning within the classroom. Teachers are able to download a project planning form to aid them in designing their projects, search for projects developed by others and contribute their own work.


Project-Based Learning Space
This website is set up for teachers to be able to “do sustained inquiry on extended problems and projects, get background knowledge on its [project-based learning] theory and use in classrooms, and revisit generic teaching concepts.” The site provides teachers with five classroom projects, teaching concepts, and background information and knowledge about project-based learning.


A Review of Research on Project-Based Learning
“This review examines research related to a teaching and learning model popularly referred to as ‘Project-Based Learning’ (PBL). All of the research on Project-Based Learning has taken place in the past ten years and most of it in just the last few years.” This review covers eight topics ranging from a definition of PBL and the role of student characteristics in PBL, to future directions for PBL research.

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