Pushing against the grain: Networks and their systems for sustaining and spreading deeper learning

Hernández, Laura E.; Darling‐Hammond, Linda; Adams, Julie; Bradley, Kathryn H.; Duncan-Grand, DeAnna

doi:10.1007/s10833-022-09467-1

Cited by 7 publications

(11 citation statements)

References 37 publications

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“…The school teams participating in the academy identified the themes of transforming the culture, teaching the whole child and restructuring for collaboration as three essential strategies needed to adopt equity-focused deeper learning reforms in schools. The themes align well with literature on cultural change processes, equitycentered deeper learning practices and structuring professional development to support ambitious instructional reform (Darling-Hammond et al, 2020, 2022aFullan, 2020;Hern andez et al, 2023;Martinez and McGrath, 2014;Mintrop et al, 2022;Riordan et al, 2019; see Figure 1).…”

Section: Discussionsupporting

confidence: 69%

“…They knew their moral purpose (Fullan, 2020) was to provide a type of ambitious instruction typically reserved for students in wealthy areas to all students, including historically marginalized students. The literature on deeper learning conceptualizes it as a whole school reform (Hern andez et al, 2023). However, only the most experienced team was able to build coherence within their organization.…”

Section: Discussionmentioning

confidence: 99%

“…Alternatively, the change leadership instruction could have been supplemented by training on an iterative design process (Mintrop et al, 2022). Indeed, leaders must create organizational coherence to accomplish ambitious instructional reform (Fullan, 2020;Hern andez et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…One example of an effective SoLD practice is PBL (Darling-Hammond et al, 2022b). This student-driven, inquiry-based pedagogy using scaffolding by teachers is common in schools implementing deeper learning (Hern andez et al, 2023). PBL also shows promise for training teacher leaders (King and Smith, 2020).…”

Section: Transformation Of School Leadersmentioning

confidence: 99%

“…Leader development is as important as teacher development to support SoLD (Darling-Hammond et al, 2022b). Scholars of deeper learning have emphasized the importance of the professional development of teachers and the support of school administrators in designing for deeper learning (Hern andez et al, 2023;Mintrop et al, 2022) and equity (Riordan et al, 2019).…”

Section: Transformation Of School Leadersmentioning

confidence: 99%

See 4 more Smart Citations

Transformation of school leaders’ understandings and practices of change leadership, deeper learning and equity through participation in a leadership academy

Umpstead,

Hacker,

Akanwa

2023

JEA

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Purpose The authors of this study examined how four leadership teams participating in a year-long deeper learning leadership academy understood and adapted key practices for change leadership, deeper learning and equity in their PK-12 schools.Design/methodology/approach This multiple-site case study used interviews, observations and documents to investigate how four school leadership teams developed deeper learning initiatives in their schools.Findings This study highlights how participants recast the leadership academy’s three pillars (change leadership, deeper learning and equity) as they engaged in educational reform for ambitious teaching and learning in their own contexts. Three themes emerged: transforming the culture, teaching the whole child and restructuring for collaboration. Overall, the authors found that district leaders must be fully committed to deeper learning for the culture to truly be transformed in schools under their purview.Originality/value This article contributes to the literature on supporting school leaders to enact equity-centered deeper learning initiatives using robust professional development. It is useful for understanding key deeper learning strategies and designing future training.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Transformation Of School Leadersmentioning

confidence: 99%

Section: Transformation Of School Leadersmentioning

confidence: 99%

See 3 more Smart Citations

Transformation of school leaders’ understandings and practices of change leadership, deeper learning and equity through participation in a leadership academy

Umpstead,

Hacker,

Akanwa

2023

JEA

View full text Add to dashboard Cite

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Collective educator mindsets to create a new paradigm of schooling: A situational analysis of deeper learning networks

Drew,

Watt,

Roes

2024

J Educ Change

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Collaboration and support between Chilean schools from an egonet mixed-method approach

Wyman

2024

J Educ Change

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This study aims to characterise inter-organisational collaboration and support networks between schools in a privatised, marketised, and competitive school system. It is located within and contributes to a body of literature on school networks, which has primarily focused on studying the architecture and conditions for the sustainability of the arrangements where collaboration and support between schools are meant to take place. However, there has been less focus on examining the partnerships themselves, particularly those formed organically by schools. This is an exploratory study that takes a novel convergent mixed-method egonet Social Network Analysis approach. Primary data were produced from interviews with sixteen primary school headteachers from a local area in Santiago, Chile. Participants were encouraged to name and reflect on other schools with which their schools have an inter-organisational relationship. Insights show that schools draw on both mandated and organically formed inter-organisational relationships to collaborate and support each other. These ties tend to be built with schools alike and geographically close. Some of the main drivers to turn to others are ensuring the sustainability of schools, generating coordinated responses to policy mandates, sharing practice and knowledge, and ensuring students’ schooling trajectories. This study, situated within the broader context of school networking literature, proposes that schools exist within multiple networks, with various connections serving different purposes, some of which are rarely acknowledged. It suggests that while formal school networks and governance structure are important, they are insufficient to represent the inter-organisational relationships in which schools are involved.

show abstract

Pushing against the grain: Networks and their systems for sustaining and spreading deeper learning

Cited by 7 publications

References 37 publications

Transformation of school leaders’ understandings and practices of change leadership, deeper learning and equity through participation in a leadership academy

Transformation of school leaders’ understandings and practices of change leadership, deeper learning and equity through participation in a leadership academy

Collective educator mindsets to create a new paradigm of schooling: A situational analysis of deeper learning networks

Collaboration and support between Chilean schools from an egonet mixed-method approach

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