This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading.

这项整群随机对照试验研究了基于项目的学习和专业发展支持对来自低社会经济地位学区的二年级学生的社会学习和识字成就及动机的影响。在校内配对中，随机将48名教师分配到实验组或比较组。实验小组的老师被要求教四个基于项目的学习单元，这些单元旨在解决几乎所有的社会研究和一些识字标准。要求比较组的老师像往常一样教社会研究，除了教一定数量的课程。实验组在社会研究和信息阅读方面表现出更高的增长，但在写作或动机方面却没有增长。