Abstract
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher's strategies for integrating the district's standards into project topics, investigative activ- ities, and final presentations. They also examined the teacher's strategies for promoting students' participation in project planning and independent problem-solving. Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student inter- views. As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning and learning. The teacher felt suc- cessful with meeting grade level learning needs, and the students were given the opportunity to fuel their learning by expressing their natural interests and curiosities, and become problem solvers.
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