The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students’ perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second chance to develop various cognitive skills regarded as professional qualities facilitating their re-integration in society. It also showed that socio-affective skills are developed during project-based learning. The successful acquisition of skills such as persistence, willingness, cooperativeness, creativity and initiative, according to the present work, depends on and is linked to each learner’s personal experiences, traits, needs, interests and objectives which during project-based learning are engaged but subordinated to social, cooperative objectives and expectations. Project-based learning provided in SCSs is, therefore, considered to be a powerful means in fighting social marginalization, stigmatization and labelling of school dropouts.
AshrafM. (2004). A critical look at the use of group projects as a pedagogical tool. Journal of Education for Business, 79, 213–216.
2.
BeckettG. H. (2002). Teacher and student evaluations of project-based instruction. TESL Canada Journal, 19(2), 52–66.
3.
BellB. S.KozlowskiS. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93, 296–316.
4.
BennettsC. (2003). The impact of transformational learning on individuals, families and communities. International Journal of Lifelong Education, 22(5), 457–480.
5.
BransfordJ. D.BrownA. L.CockingR. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
6.
BridgelandJ.DiIulioJ.MorisonK. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises, LLC.
7.
ChrisafidisK. (2002). Βιωματική – Επικοινωνιακή διδασκαλία. Η ϵισαγωγή της μϵϑόδου project στο σχολϵίο [Experiential-communicative teaching. The introduction of project method in school]. Athens: Gutenberg (in Greek).
8.
CattellR. B. (1977). Factor analysis: An introduction and manual for the psychologist and social scientist. Westport, CT: Greenwood Press.
9.
CattellR. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum Press.
10.
CopeB.KalantzisM. (Eds.) (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
11.
DeFillippiR. J. (2001). Introduction: Project-based learning, reflective practices and learning outcomes. Management Learning, 32(1), 5–10.
12.
DochyR.SegersM.Van Den BosscheP.GijbelsD. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568.
13.
DoukasC. (2003). New topologies in European policies: The framework of lifelong learning policies. In Medel-AñonuevoC. (Ed.), Lifelong learning discourses in Europe (pp. 27–35). Hamburg: Unesco Institute for Education. Retrieved 10December2012, from http://www.unesco.org/education/uie/pdf/uiestud39.pdf.
14.
EfstathiouI. (2009). Enhancing students’ critical awareness in a Second Chance School in Greece: Reality or wishful thinking?Journal for Critical Education Policy Studies, 7(1), 382–405.
15.
European Association for Education of Adults. (2006). Adult education trends and issues in Europe. Restricted tender No. EAC/43/05 as completed by 11th of August 2006. Brussels: EAEA. Retrieved 10December2012, from http://www.eaea.org/doc/eaea/ AETIstudyfinal.doc.
European Commission. (2007). Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions. Action Plan on Adult Learning: It is always a good time to learn. COM(2007) 558 final. Brussels: EC. Retrieved 10December2012, from: http://ec.europa.eu/education/policies/adult/com558_en.pdf.
FrameJ. D. (2002). The new project management: Tools for an age of rapid change, complexity and other business realities (2nd ed.). San Francisco, CA: Jossey-Bass.
24.
GeierR.BlumenfeldP. C.MarxR. W.KrajcikJ. S.FishmanB.SolowayE.Clay-ChambersJ. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45, 922–939.
25.
GrayC. F.LarsonE. W. (2008). Project management: The managerial process (4th ed.). New York: McGraw-Hill/Irwin.
26.
Greek Government Gazette. (1997). Comprehensive lyceum, access of graduates to tertiary education, evaluation of educational performance and other provisions. Law 2525, 188A. Athens: National Printing Office.
27.
Greek Government Gazette. (2008). Organization and operation of Second Chance Schools. Ministerial Decree 260, B34. Athens: National Printing Office.
28.
HansenR. S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82, 11–19.
29.
HarrisonD. A.PriceK. H.GavinJ. H.FloreyA. T. (2002). Time, teams, and task performance: Changing effect of surface- and deep-level diversity on group functioning. Academy of Management Journal, 45, 1029–1045.
30.
HedbergP. R. (2009). Learning through reflective classroom practice: Applications to educate the reflective manager. Journal of Management Education, 33, 10–36.
31.
HowittD.CramerD. (2008). Introduction to statistic psychology. Harlow: Pearson.
32.
JimoyiannisA.GravaniM. (2011). Exploring adult digital literacy using learners’ and educators’ perceptions and experiences: The case of the Second Chance Schools in Greece. Educational Technology & Society, 14(1), 217–227.
33.
KaldiS.FilippatouD.GovarisC. (2011). Project-based learning in primary schools: effects on pupils’ learning and attitudes, Education 3–13, 39(1), 35–47
34.
KaralisT.VergidisD. (2004). Lifelong education in Greece: Recent developments and current trends. International Journal of Lifelong Education, 23(2), 179–189.
35.
KatsarouE.TsafosV. (2008). Collaborative school innovation project as a pivot for teachers’ professional development: The case of Acharnes’ Second Chance School in Greece. Teacher Development, 12(2), 125–138.
36.
KirschnerP.SwellerJ.ClarkR. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(20), 75–86.
KoulaidisV.DimopoulosK.TsatsaroniA.KatsisA. (2006). Young people’s relationship to education: The case of Greek youth. Educational Studies, 32(4), 343–359.
39.
KoutroubaK.VamvakariM.MargaraT.AnagnouE. (2011). Adult student assessment in Second Chance Schools in Greece: Teachers’ views. International Journal of Lifelong Education, 30(2), 249–270.
40.
LittkyD.GrabelleS. (2004). The big picture: Education is everyone’s business. Alexandria, VA: Association for Supervision and Curriculum Development.
41.
MattheoudakisM. (2005). Language education of adult immigrants in Greece: Current trends and future developments. International Journal of Lifelong Education, 24(4), 319–336.
42.
MergendollerJ. R.MaxwellN.BellisimoY. (2007). The effectiveness of problem based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2), 49–69.
43.
NadlerJ.ThompsonL.van BovenL. (2003). Learning negotiation skills: Four models of knowledge creation and transfer. Management Science, 49, 529–540.
44.
NewellR. (2003). Passion for learning: How project based learning meets the needs of 21st-century students. Lanham, MD: The Scarecrow Press.
45.
PanitsidouE.PapastamatisA. (2009). European lifelong learning educational policy in the light of the ‘Lisbon Agenda’: The Greek case. Review of European Studies, 1(1), 2–8.
46.
PapastamatisA.PanitsidouE. (2009). The aspect of ‘accessibility’ in the light of European lifelong learning strategies: Adult Education Centres – A case study. International Journal of Lifelong Education, 28(3), 335–351.
47.
PaulsonE. (2011). Group communication and critical thinking competence development. Business Communication Quarterly, 74(4), 399–411.
48.
PearceJ. A.DohJ. P. (2005). The high impact of collaborative social initiatives. MIT Sloan Management Review, 46(3), 30–39.
49.
PolmanJ. L. (2000). Designing project-based science: Creating learning through guided inquiry. New York: Teachers College Press.
50.
RaelinJ. A. (2000). Work-based learning: The new frontier of management development. Englewood Cliffs, NJ: Prentice Hall.
RavitzJ. (2010). Beyond changing culture in small high schools: Reform models and changing instruction with project-based learning. Peabody Journal of Education, 85(3), 290–312.
RoperK. O.PhillipsD. R. (2007). Integrating self-managed work teams into project management. Journal of Facilities Management, 5, 22–36.
55.
SaveryJ. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
56.
SmithH.IIISmarkuskyD.CorrigallE. (2008). Defining projects to integrate evolving team fundamentals and project management skills. Journal of Information Systems Education, 19, 99–110.
57.
StrobelJ.van BarneveldA. (2008). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3, 44–58.
58.
Taratori-TsalkatidouE. (2007). The project method in theory and practice (2nd ed.). Thessaloniki: Kyriakidis (in Greek).
59.
University of Florence. (2010). Enabling the low skilled to take their qualifications ‘One Step Up’, Implementation of action plan on adult learning, Final Report: Case study reports. Florence: University of Florence. Retrieved 10December2012, from: http://www.ec.europa.eu/education/more-information/doc/2010/lowskill1.pdf.
60.
Van RyzinM.NewellR. (2009). Assessing what really matters in schools: Building hope for the future. Lanham, MD: Rowman & Littlefield.
61.
VolkemaR. J. (2010). Designing effective projects: Decision options for maximizing learning and project success. Journal of Management Education, 34(4), 527–550.
62.
WalkerA.LearyH. (2008). A problem based learning meta-analysis: Differences across problem types, implementation types, disciplines and assessment levels. Interdisciplinary Journal of Problem Based Learning, 3(1), 12–43.
63.
WurdingerS.EnloeW. (2011). Cultivating life skills at a project-based charter school. Improving Schools, 14(1), 84–96.
64.
WurdingerS.RudolphJ. (2009). A different type of success: Teaching important life skills through project based learning. Improving Schools, 12(2), 115–129.
65.
WurdingerS.HaarJ.HuggB.BezonJ. (2007). A qualitative study using project based learning in a mainstream middle school. Improving Schools, 10(2), 150–161.
66.
ZarifisG. K. (2008). Bringing learning closer to home: The value and impact of the Lisbon Strategy for strengthening the role of Local Learning Centres and Partnerships in south-eastern Europe. International Journal of Lifelong Education, 27(6), 641–657.
67.
ZembylasM. (2008). Engaging with issues of cultural diversity and discrimination through critical emotional reflexivity in online learning. Adult Education Quarterly, 59, 61–82.
68.
ZepkeN.LeachL. (2006). Improving learner outcomes in lifelong education: Formal pedagogies in non-formal learning contexts?International Journal of Lifelong Education, 25(5), 507–518.
