A. If a stranger came into my work setting, it could be in a variety of locations. I doubt if I spend 50% of my time in my office, and if they came there, they would see my working on my computer or gathering supplies to take to my next workshop, training or event. I would rather have them come to an activity that I am either teaching or supporting others that teach. In that case they would see me interacting with youth and adults, working on completing projects, or actively engaging others in learning. Hopefully my words would be encouraging and my style would make people feel comfortable in whatever situation we are involved in. I think most of the people I work with feel I am capable of planning and carrying out events and activities that focus on positive youth development. I hope they would see me as an approachable person who really cares about the work I am doing and enjoys spending time with people of all ages and backgrounds.

B. After reading the first 70 pages of the textbook, "Complementary Methods for Research in Education", Kia Harries and I discussed Question #9 in the Study Questions. The factors we felt we should consider in choosing a method of disciplined inquiry for our problem would be knowing they population you have available to research, if that target population is willing to let you into their space to do research, the time commitment you can make, any collaborators and possible evaluators you might use, and having other people that can get excited by your research and be a support to you. We would also think your research question would need to be one that you don't have a predetermined answer for in your mind.

The second part of the question was if you had a general idea for research in mind, but not a specific problem, do you think that choice of an inquiry method would influence your selection of a research problem? We felt yes, that in the beginning you may start with a broad question or area, but depending on the inquiry method you choose, it should narrow down your choices. Certain methods of inquiry would narrow down your questions faster than others. Depending on the method you choose, your question may end up focusing on a topic in a little different way.

C. Review of Literature I've decided my interests in a thesis project lie somewhere in the topic of Project-Based Learning. These sources should get me started on a background and in forming a question.

1. Banks, Janet Caudill. 1997. Creating and Assessing Performance-Based Cirriculum Projects: A Teacher's Guide to Project-Based Learning and Performance Assessment. Edmunds, WA. Cats Publications. --The author takes a look at actual projects in elementary schools and offers suggestions for forming projects, and assessment tools that can show the difference this type of learning makes for students.

2. Bartscher, Kathy. 1995. Increasing Student Motivation through Project-Based Learning. Master's Thesis. Saint Xavier University and IRI Skylight. Dec. 1995. --As her Master's thesis, Kathy worked with a school to study the learning and motivation taking place through projects. I am hoping this thesis will give me an idea of possible directions for my own thesis.

3. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. 1991. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist 26, (no.3 & 4): 369-398. --Professors from the University of Michigan discuss the components of project-based learning, with close attention to the design of the project. They also support the use of technology to aid teachers in projects.

4. Bryson, Eileen. 1994. Will a Project Approach to Learning Provide Children Opportunities to do Purposeful Reading and Writing as Well as Provide Opportunities for Authentic Learning in Other Cirriculum Areas? Educational Paper. --This paper was the result of some experimental work Eileen did in teaching children by use of standard lecture/workbook/activity, versus work on an actual project. It raises a question that should be interesting to find out more about.

5. Chard, Jean. 1996. Lillian Katz on the Project Approach. Scholastic Early Childhood Today 10, (no. 6): 20-21. --Through an interview with one of the leaders in project-based learning theory, this article covers her views after years of practice and assessment.

6. Kopiecki, Janet & Weinstein, Peter. 1998. Practical Ideas for Implementing Project-Based Learning: Creating an Atmosphere of Success. PBL WorkBook. Autodesk Foundation. --A great guidebook that covers everything from getting started, voices of teachers who have tried it, and what to try if it's not working. Found on a web site that looks like a "favorite". www.autodesk.com 7. Lunderberg, Mary A. 1997. We Think They're Learning: Beliefs, Practices and Reflections of Two Teachers Using Project-Based Learning. Journal of Computing in Childhood Education 8, (no. 1): 59-81. --Another promotion for the use of technology with projects in the classroom, this article covers early elementary computer use and how it has enhanced their student's learning.

8. Parnell, Dale P. 1995. Why Do I Have to Learn This?: Teaching Children the Way They Learn. Cord Communications. --This book looks like a promising source of information connecting the real world with education. Student-driven projects that help children see how their world becomes more understandable may eliminate the title question.

9. Tassinari, Mark. 1996. Hands-On Projects Take Students Beyond the Book. Social Studies Review 34, (no. 3): 16-20. --Another article describing the benefits of project-based learning, and taking a look at incorporating projects into an already full day for a teacher.

10. Wolk, Steven. 1994. Project-Based Learning: Pursuits with a Purpose. Educational Leadership 52, (no. 3): 42-45.

-- Anonymous, March 26, 1999