Facilitating High-Quality Learning Experiences for Students

Richardson, Jayson W.; Bathon, Justin; McLeod, Scott

doi:10.4324/9780429324796-3

Cited by 11 publications

(43 citation statements)

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“…In this study, we focus on key aspects of leading for deeper learning: ongoing teacher/leader support, cross-sector collaboration, and professional learning for educators. As demonstrated in recent research on leading for deeper learning, school leaders who engage in deeper learning work consistently make community connections for student projects, develop work-based learning opportunities, secure outside funding and resources, connect with other innovative schools, and partner with colleges (Richardson et al. , 2021).…”

Section: Why Education Network For Deeper Learning?mentioning

confidence: 99%

“…Participation in this network allowed educators to make school-community and cross-sector connections. Leading for deeper learning includes creating school and community links that enable leaders to create opportunities for young people to engage in authentic, real-world projects, which can be core to deeper learning efforts (Richardson et al. , 2021).…”

Section: Why Education Network For Deeper Learning?mentioning

confidence: 99%

“…School leaders invested in deeper learning support the development of their teaching staff and many do this through participation in networks (Richardson et al. , 2021).…”

Section: Building Structures For Changementioning

confidence: 99%

“…Education leaders can build the professional capacity of their staff by focusing on individual teachers' needs, including processes to hire for the right role, onboard, and mentor teachers through challenges, all of which are key to facilitating deeper learning and building meaningful careers (Richardson et al. , 2021; Côté and Levine, 2014; Christiansen, 1999).…”

Section: Fostering Cross-sector Collaborationmentioning

confidence: 99%

“…, 2017). Network engagement can also help foster cross-sector relationships and connections among innovative educators, which has been shown to strengthen the ability of leaders to address complex issues in education (Richardson et al. , 2021; Skorikov and Vondracek, 2011; Kania and Kramer, 2011).…”

Section: Fostering Cross-sector Collaborationmentioning

confidence: 99%

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Education networks for deeper learning

Gatz,

Akiva

2023

JEA

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PurposeThis study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support, cross-sector collaboration and professional learning for educators. The authors probe networks as providing core support for systems level change and serving as precursors to the community engagement that is essential for deeper learning. Specifically, this study is driven by the hypotheses that (1) deeper learning may be supported by pathways for students and educators to meaningfully engage with the local community; (2) deeper learning is more likely to happen when educators connect to communities beyond their own school or organization and (3) education networks can help facilitate those functions.Design/methodology/approachThe authors aimed to understand how participation in an education network influenced members (which include school leaders, teachers and leaders of youth programs) and how experiences might differ by level of participation. The authors conducted interviews with individuals across three groups of adults (n = 111 total): core members (n = 16), members with mid-level engagement (n = 30) and peripheral members (n = 65).FindingsEducators who participated most intensely and deeply described the network as a vehicle for learning about and advancing equity through specific practices including individualized learning, increasing access and resource redistribution. Mid-level participants emphasized the professional network building function of the network. For peripheral or new participants, the most salient function of the network was celebration of education and educators. These findings suggest that education networks have a role in strengthening the structures that support leaders to make deeper learning happen.Research limitations/implicationsMore research is needed on how participants move from the periphery to more core involvement in education networks, where they may gain the full benefits of participation. Further research is also needed to explore the link between education network engagement among school leaders and the deeper learning environments in schools.Originality/valueResearch on education networks is limited. To the authors' knowledge, the present study is one of the largest collections and analyses of interviews with education network members to date. The authors present education network engagement as a precursor for community embedded deeper learning in schools.

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Section: Why Education Network For Deeper Learning?mentioning

confidence: 99%

Section: Why Education Network For Deeper Learning?mentioning

confidence: 99%

“…School leaders invested in deeper learning support the development of their teaching staff and many do this through participation in networks (Richardson et al. , 2021).…”

Section: Building Structures For Changementioning

confidence: 99%

Section: Fostering Cross-sector Collaborationmentioning

confidence: 99%

Section: Fostering Cross-sector Collaborationmentioning

confidence: 99%

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Education networks for deeper learning

Gatz,

Akiva

2023

JEA

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Guest editorial: Leading for deeper learning: moving from niche to norm

Richardson,

Bathon

2024

JEA

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This special issue is dedicated to the topic of leading schools for deeper learning. We open this special issue with a commentary from Bathon and Richardson about how they understood better what is happening around leading for deeper learning (see Richardson et al., 2021). In this issue, we present school-based approaches, network-based approaches, and university-based approaches. Each study highlights the power of doing school differently and the various ways that school leaders are learning about, enacting, and engaging in deeper learning to improve the schooling experiences for students. The research in this special issue show how leading for deeper learning means putting kids first and designing learning spaces for their needs. We hope this special issue informs the field about the role leaders play in redesigning teaching and learning towards deeper learning. The special issue concludes with a commentary from Mehta, the author of In Search of Deeper Learning: The Quest to Remake the American High School.

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Commentary: Leading for deeper learning: why a human vision of schooling demands a human vision of leadership

Mehta

2024

JEA

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This issue marks a heartening development in educational scholarship. It brings together research on deeper learning with work on educational leadership, offering us new and detailed empirical evidence about what it takes to transform an industrial era school system, featuring mostly rote and disengaged learning, into modern schools that create passion and purpose for both students and adults. Building on earlier work on the importance of symmetry (Mehta and Fine, 2019;Roberts, 2012), I argue here that birthing this new vision of schooling requires a similarly transformed vision of leadership.We should not underestimate the magnitude of leadership that is needed to create this transformation. As has been amply documented in the scholarly literature, modern schooling was born in the early 20th century during a period of industrialization in which the goals of schooling were to sort and batch-process students, assimilate them to American values, and reproduce inequalities of race and class. The ambitions of contemporary reformersto build a system in which students see meaning and purpose in their learning, to challenge longstanding hierarchies in schools and in society, and to change the grammar of schooling in ways that would make learning more fluid, dynamic and connected to the worldare not things which the industrial era public school system was created to do.Leaders face what organizational scholars call third order changenot simply changing the settings on the dial, but rather significantly rethinking the purposes of the system itself, which, in turn, requires changes to both the mindsets and the structures which permeate educational institutions. Particularly challenging is that this transformation is necessarily distributedit will need to be held and led by many teachers, principals and other adults in schools. At the same time, most of these people have never experienced the kind of schooling that we are trying to generate, and, in fact, have considerable experience in the traditional system that we are seeking to hospice. Thus leaders have to negotiate a paradox: the work needs to be led by many people who have not themselves experienced what they are trying to create.More challenging still, schools sit in an ecosystem of parent, community, district, state, federal and college expectations, all of which, on the whole, tend toward an institutionally conservative vision of schooling. State tests, district pacing guides, advanced placement exams, college admission standards and parental concerns about their children's prospects all work against significant change. As our wise mentor David Cohen said to Sarah Fine and me midway through our study of deeper learning in American high schools: "Well? Have you found any yet? There are no incentives for it."Thus while this issue mostly focuses on school-level leadership, in the longer run, change at scale will require leadership across all levels of the system. Provinces and states can change the competencies that guide the system, moving away from detailed subject...

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Facilitating High-Quality Learning Experiences for Students

Cited by 11 publications

References 0 publications

Education networks for deeper learning

Education networks for deeper learning

Guest editorial: Leading for deeper learning: moving from niche to norm

Commentary: Leading for deeper learning: why a human vision of schooling demands a human vision of leadership

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