Search Results for
"deep learning"

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. © 2023, Emerald Publishing Limited.

In the contemporary educational landscape, there is a growing recognition of the transformative impact of practical experiences within traditional learning frameworks. This shift reflects a pedagogical evolution that values contextualized learning and the acquisition of practical skills together with theoretical knowledge. In the Italian educational context, School–Work Alternation (SWA) represents a proactive response to the evolving needs of the workforce and the imperative for educational institutions to prepare students for professional life. This study’s objectives include a deep exploration of students’ SWA experience, evaluating its impact on employability perceptions and the sense of agency, examining the influence of Self-Orientation, and contributing insights to the discourse on integrating practical experiences in education. Employing a mixed methodology and a bottom-up approach, 63 high school students of different Italian regions participated in an online in-depth interview and an ad hoc questionnaire designed to measure the experience of SWA in relation to variables of interest, utility, advantage, perception of support, quality of received mentoring, engagement, and satisfaction. The quantitative results indicate that personal choice significantly influences the perceived usefulness of and satisfaction with SWA, with those students guided by curiosity exhibiting higher utility and satisfaction. Qualitative analysis underscores both positive and negative aspects, with respondents viewing SWA as a useful experience bridging work, corporate, and school realms provided that students are key players in the SWA experience’s choice and that the SWA’s partners are motivated to guide them in this practical training. Moreover, results highlight SWA’s relevance in guiding academic and career paths, emphasizing its potential to offer valuable support to students. This study contributes nuanced insights into integrating practical experiences in education, offering recommendations for educators and policymakers to better prepare students for the dynamic demands of the modern job market. © 2024 by the authors.

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts. © 2024, Hipatia Editorial. All rights reserved.

In a rapidly evolving job market influenced by the rise of artificial intelligence (AI), the integration of mock interviews and internships into higher education curricula takes on new significance. This chapter delves into the pivotal role these experiences play in preparing students for entering the workforce. It highlights the importance of feedback mechanisms to enhance academic preparation through the impact of mock interviews and internships while emphasizing the need for clear learning outcomes that encompass both technical and soft skills. Encouraging reflection and portfolio building enables students to deepen their understanding of their growth and bolster their professional profiles. Furthermore, it underscores the necessity of continuous improvement, as institutions must adapt to AI's impact on job requirements and the job search process, ensuring that mock interviews and internships remain pertinent tools for navigating the evolving world of work. © 2024, IGI Global.

Cooperative learning and hands-on techniques are important dimensions for Building Construction students to build skills and gain knowledge. Therefore, the appropriate approach that needs to be given to Building Construction students is Project-Based learning (PBL). PBL is meaningful question-based learning, encourages Building Construction students to think deeply and increase their curiosity. The problems that need to be solved are close to the real-world context. Accordingly, to increase students' knowledge to think more creatively and innovatively, a theory can help Building Construction students solve problems that is the Theory of Inventive Problem Solving (TRIZ) has been integrated into PBL. This study aims to develop the TRIZ Integration module in PBL by analyzing the format appropriateness feedback, content, and usability of the module from lecturers and students. This study uses a quantitative approach involving five lecturers and 30 students from the field of Building Construction. Data were analyzed descriptively and presented in terms of frequency and percentage. The study's findings show that 100% of Building Construction lecturers, and students agree with this module format's suitability. Besides, 97.3% of lecturers and 100% of students also agreed with the suitability of the content of this module developed. As for the module's usability, 90% of lecturers and 100% of students agree that Building Construction students can use this developed module. In conclusion, this module successfully helps Building Construction lecturers and students solve inventive problems in PBL effectively. © 2024 Author(s).