This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master’s program were summarized by cohort year and grade-level taught. A subset of 22 projects was analyzed qualitatively to determine the decision-making process, degree of implementation, evidence of teacher and student empowerment, and extent of curriculum integration. Results confirm the Problem Solution Project as a powerful way to meet curriculum standards while empowering teachers and children.
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