A few years ago, I wrote a book chapter with Janette Hill at The University of Georgia on the complexities of implementing student-centered pedagogies, like project-based learning and problem-based learning. This chapter “Weighing the Risks with the Rewards: Implementing Student-centered Pedagogy within High Stakes Testing” was published in Understanding Teacher Stress in an Age of Accountability edited by Richard Lambert and Christopher McCarthy, and it seems to be even more relevant as we head toward Common Core implementations and PARCC assessments in Tennessee.
In addition, I feel that there is a growing interest in inquiry and student-centered pedagogies within STEM disciplines. So, I thought I would provide the chapter and link in case you’re interested.
While somewhat theoretical, this chapter is grounded in the work I’ve done over the years in project-based learning and problem-based learning with K-12 and higher education. In addition, it presents a balanced view of how students and teachers must adjust and work within their environments.