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The Place-Based Education Evaluation Collaborative (PEEC) was formed to invest in the development of place-based education models of professional development and whole school improvement through more rigorous evaluation. An external evaluation team conducted a cross-program study, analyzing the effects of 4 place-based education programs on teachers, students, schools, and communities. This article reports on 2 aspects of the study: (a) a cross-program analysis of the 4 programs strengths and challenges, and (b) an analysis of trends in teacher practice change across the programs. Data sources included 163 adult interviews (teachers, administrators, program staff, and community members), 85 student interviews, and 41 field observations. Recommendations for program development and emergent themes for further research are reported.
Amy L. Powers (Thu,) studied this question.