Exploring the Enabling Conditions for High Quality Project-Based Learning

Building off of the work around core teaching practices of project-based learning, this study examines the conditions school and district leaders can facilitate within their contexts that will enable effective project-based learning to happen within classrooms. Key data sources will be leaders’ work products produced during a year-long PBL professional development experience, focusing on how conceptualizations of PBL and their role in supporting it evolve as the year progresses.