Joel R. Malin, Thomas S. Poetter, Jon Graft, Marni Durham and William T. Sprankles III
Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to…
Abstract
Purpose
Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to elucidate key leadership and cultural characteristics. Moreover, there has been limited attention toward deeper learning within schools that focus on career and technical education (CTE), a major omission given the potentially elevated potential for deeper learning in these contexts. This study aims to partially rectify these issues by examining the intersections of leadership and culture at an innovative school that has demonstrated excellence whilst providing a curriculum centered on CTE.
Design/methodology/approach
This instrumental, insider, single-case study is focused on how leadership–cultural interactions have fostered and shaped students' opportunities to experience deeper learning. The authors take the perspective that it is largely through these leadership–cultural intersections that an organization and the work that happens within it takes on a particular meaning, direction and value. This study applies ethnographic methods, drawing upon formally and informally collected data over the past three years – e.g. from field notes, from leadership meetings and site visits; focus group interviews with students, parents, teachers, partners and school leaders; and additional artifacts.
Findings
The authors detail three interrelated features at this school, noting that it is: (1) driven by moral purpose; (2) open, collaborative and trusting; and (3) ambitious and entrepreneurial. The authors explain how/why such a culture has developed and to what effects, especially in relation to facilitating deeper learning.
Originality/value
Study findings meaningfully add to the literature regarding leadership for deeper learning, broadly and in relation to career and technical education and yield recommendations for educational leaders and policymakers.
Details
Keywords
LOCAL history achieved academic respectability in 1947 with the establishment of the Department of Local History at the University of Leicester. No longer need the local historian…
Abstract
LOCAL history achieved academic respectability in 1947 with the establishment of the Department of Local History at the University of Leicester. No longer need the local historian feel ashamed of his craft or regard himself as a writer of footnotes to another's history.