Annotated Bibliography #2

Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. RMLE Online: Research in Middle Level Education, 32(9), 1-19.

Summary

The purpose of this study was to determine whether or not problem-based learning (PBL) has potential for use in a mainstreamed classroom and what types of supports mainstreamed and average students need during PBL. This case study gave an in-depth look into how members of a mainstreamed group in a seventh-grade science class handled the PBL process. For this article, the authors chose to define mainstreamed students as students with special needs "who are eligible for special education services due to learning, emotional, or other cognitive disabilities" (Belland, Glazewski, & Ertmer, 2009, p. 2).

The students were given a defined purpose of developing a promotional brochure outlining their positions on the human genome project from the perspective they were given such as lawyers or religious leaders. The researchers mostly focused on how three students (two average female students and one male student diagnosed with learning disabilities and ADHD) worked together for problem solving their point of view and how they communicated with one another. Reflection was also included by having the students at the end of each day write responses in their journals to an open-ended question related to their day's work and plans for the future days. The students in this study believed that they could not have completed the project on their own, and that they needed each other. The students did an excellent job of supporting each other and "each group member served a specific role that counterbalanced the shortcomings of their group member's approaches" (Belland, et al., 2009, p. 14). In their discussion of the research, the authors state that group members should have also been expected to reflect "on their roles in the group process," because this may "help members of mainstreamed groups recognize where they may make modifications in their group work to promote better group functioning" (Belland, et al., 2009, p. 14).

Reflection

I believe the researchers were slightly biased in their choice of one group of three students only because the teacher felt that this group's members would not have any behavioral problems, thereby creating an ideal situation to study and not necessarily a realistic one. The choice and make-up of this group cannot be easily duplicated and contains many variables, and therefore, teachers should not quickly assume that they would achieve the same results if this research was done in their own classrooms. The researchers were fortunate to have these results that though not completely duplicable, do leave open the hope that the same results could be achieved in other mainstreamed classrooms.

I was disappointed that the researchers overlooked English as a Second Language (ESL) students which are an equally important mainstreamed group. I think they could also benefit from PBL when included in a general education classroom. As the authors concluded, and as I concur, "for PBL to be successful in mainstreamed classrooms, it appears that teachers and researchers need to consider how to best support an effective division of roles among members of mainstreamed groups in PBL" (Belland, et al., 2009, p. 14). Much more research needs to be done for PBL in mainstreamed classrooms, but this study was a good first step in finding out the potential for use of PBL in a mainstreamed classroom and the type of supports students in this setting will need.

When I set out to find an article for this assignment, my goal was to find one involving ESL students and PBL. After a fairly thorough search, none was found. I did find two articles about PBL in China, but they were not related to ESL, nor shared anything groundbreaking. I ended up coming across this article that researched inclusion and PBL, and decided it was suitable and addressed a topic in which I am interested. Inclusion is a bit of a controversial topic, but seems to be the direction education is headed now. I also liked this article because it begins with an excellent review of literature related to PBL and mainstreamed students and theorizes why PBL might benefit mainstreamed students. In the end, I agree with the results of this study and do think that it is possible to have success with PBL in a mainstreamed classroom.