PBL was generally delivered with fidelity but required substantial management support and organisational change¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Delivery fidelity was generally achieved, but the intervention demanded substantial management support and organisational change, and the Innovation Unit training and support programme was found effective in supporting it. → Menzies 2016

Evidence¶

Menzies 2016¶

Menzies, V., Hewitt, C., Kokotsaki, D., Collyer, C. and Wiggins, A. (2016). Project Based Learning: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/EEF_Project_Protocol_ProjectBasedLearning.pdf

q2 · i? · causal · r2

Conclusion from the process evaluation of the 12 intervention schools, based on visits, lesson observations, interviews and focus groups at two time points plus two case-study schools. Not all schools maintained mixed-ability classes or secured the recommended weekly planning time.

"PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention."

Discussion¶

Related Claims¶

• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related
• Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies — related
• Successful implementation of both interventions was supported by a training programme emphasising fidelity and consistency with ongoing project-team support — related