In this report from the Study on Deeper Learning, researchers found that while teachers’ own beliefs seemed to have the most consistent and strongest associations with the opportunities students reported experiencing in the classroom, interview data suggest that other school features and external policies can influence teachers’ beliefs about teaching and about their own teaching skills.
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15 Sep 2014
In the past few years, a movement for “deeper learning” has emerged on the United States’ educational scene, based on decades of development work by educators, support from the philanthropic community, and the interest and engagement of national and local policymakers. This is the first in a series of three research reports on the strategies, opportunities, and outcomes of a set of high schools explicitly organized to promote deeper learning among their students.