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AuthorDu, Xiangyun
AuthorChaaban, Youmen
AuthorAL Mabrd, Yasameen
Available date2020-07-23T19:50:12Z
Publication Date2019
Publication NameInternational Journal of Learning, Teaching and Educational Research
ResourceScopus
URIhttp://dx.doi.org/10.26803/ijlter.18.9.1
URIhttp://hdl.handle.net/10576/15362
AbstractThis study explored teachers' first-year experiences with Project Based Learning in the context of a system-wide initiative involving its implementation in Qatari elementary government schools. Participants were 11 English as a Foreign Language EFL teachers distributed among three schools, constituting the cases in the current study. Findings from interviews, observations and document reviews revealed the complexity inherent in balancing fidelity and adaptation. Results suggest that teachers tend to resort to adaptation in the presence of various impeding factors at the personal and organizational levels. To alleviate these contextual challenges and improve fidelity towards PBL implementation, several recommendations are discussed.
Languageen
PublisherSociety for Research and Knowledge Management
SubjectAdaptation
EFL
Elementary education
Fidelity of implementation
Project-based learning
Qatar
TitleExploring the concepts of fidelity and adaptation in the implementation of project based learning in the elementary classroom: Case studies from Qatar
TypeArticle
Pagination22-Jan
Issue Number9
Volume Number18
dc.accessType Open Access


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