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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9 Aug 2016
This report builds on the analyses from the original Study of Deeper Learning: Opportunities and Outcomes to explore the connections between deeper learning opportunities, deeper learning competencies (in the interpersonal, intrapersonal, and cognitive domains), and high school graduation.
24 Sep 2014
The William and Flora Hewlett Foundation defines deeper learning as “a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job.” In this third report, the focus is on whether students who attended selected network schools had higher educational outcomes than did their matched counterparts who attended similar non-network schools.
16 Sep 2014
The concept of deeper learning has been used both to describe a set of competencies or goals for students, and to characterize a way of learning (or a process) that promotes these competencies. In this report—our second in a series of three—we focus specifically on the opportunities that students experienced to engage in deeper learning in their classrooms.
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.