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"Experimental Schools"
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Deeper learning : how eight innovative public schools are transforming education in the twenty-first century
In Deeper Learning, education strategist Monica R. Martinex and sociologist Dennis McGrath take us inside eight schools that have set out to transform the experience of learning. In these schools, we meet teachers and students who show us just what \"Deeper Learning\" looks like. The eight diverse schools featured are: MC2 STEM High School in Cleveland, Ohio, Impact Academy of Arts & Technology in Hayward, California, Science Leadership Academy in Philadelphia, Pennsylvania, King Middle School and Casco Bay High School in Portland, Maine, Rochester High School in Rochester, Indiana, High Tech High in San Diego, California, Avalon School in St. Paul, Minnesota.
Book
公辦公營實驗國民小學教師知覺校長領導職能、學校組織文化對學校效能影響之多層次調節分析
實驗教育雖已成為臺灣當代教育的重要趨勢，然其發展仍面臨許多挑戰，例如如何提升學校效能，以達成其教育目標，其中，校長領導職能的實踐為關鍵要素。由於實驗教育學校之特殊性，若其學校組織文化傾向於創新學習或組織共識程度有所不同時，教師對校長領導職能的知覺與學校效能的關係強度和方向也可能隨之強化或削弱。因此，本研究以教師知覺校長領導職能為主題，探討公辦公營國民小學教師知覺校長領導職能、學校組織文化（分為創新學習與組織共識）對學校效能的影響，並分析學校組織文化在兩者間的調節效果。以111學年度公辦公營實驗國民小學教師為問卷調查對象，首先進行預試問卷分析，發出預試問卷160份，回收有效問卷158份後運用SmartPLS4進行驗證性因素分析。為了有較為理想之跨層級交互作用檢定力，本研究之正式問卷回收30所學校、每校6-12份有效問卷後，運用SPSS與HLM進行數據分析及模型檢驗，並驗證研究假設。研究結論如下：公辦公營國民小學教師知覺校長領導職能成效愈高，其學校效能也愈高；公辦公營國民小學具創新學習之學校組織文化對學校效能具正向影響效果；公辦公營國民小學具創新學習與組織共識之學校組織文化，在部分教師知覺校長領導職能與學校效能關係間具有調節效果，例如創新學習在整合與行銷職能及行政領導間具有顯著正向調節效果，並依據研究結論提出後續相關建議。
Journal Article
Practice of leadership competencies by a principal: case study of a public experimental school in Taiwan
Experimental education in Taiwan developed rapidly since the promulgation of the Three Acts Governing Experimental Education in 2014, after which public experimental schools were established in response to local educational needs. The majority of restructuring cases have involved small rural schools faced with high drop-out rates and staff retrenchment plus merger (SRM). Indigenous schools also initiated experimental education by introducing teaching modules on cultural responses to develop ethnic education that better reflects local culture. In metropolitan areas, experimental schools were established through restructuring for educational innovation or for coping with the pressure of competition from neighboring schools. The number of experimental schools and enrolled students has increased yearly, which reveals the expectations of parents about diversified education and their right to make educational choices. The school selected for this study is an elementary school in a metropolitan area that experienced an SRM crisis and was restructured as a public experimental school in 2019. The study examined the methods through which the principal transformed leadership competencies to leadership strategies. The school overcame the competition and SRM crises and even achieved full-capacity enrollment in Taipei city. Information was collected from the relevant literature and through interviews with the principal, a head of department, teachers, a parent, and an administrative official of the Bureau of Education. The study analyzed the leadership competencies and corresponding strategies of the principal and the future prospects of the school. The findings provided principals of experimental schools with a basis for sustained improvement in leadership competencies and recommendations for the future development of school affairs.
Journal Article
How Can We Support Online Learning for Elementary Students? Perceptions and Experiences of Award-Winning K-6 Teachers
K-12 online learning can be advantageous in a variety of circumstances, including inclement weather days and emergency remote teaching. With the lessons learned from the COVID-19 pandemic, many K-12 districts may consider ways to incorporate online learning into their regular school plans after they resume face-to-face instruction. However, the most challenges to online learning seemed to take place at the elementary level. This brings up an important question: What should elementary online teaching and learning look like? We examined six award-winning K-6 teachers' perspectives on and experiences with online instruction and practices for elementary students. The teachers suggested that online instruction to support elementary students’ learning should be (a) organized, (b) engaging, and (c) interactive. Teachers also suggested that developmentally appropriate use of technology and parental involvement may foster elementary students’ online learning experiences.
Journal Article
Politicizing ‘Learning by Doing’: Shiono Naomichi and the Cultivation of the ‘Japanese Spirit’ in Primary and Secondary Science Education in Japan from 1931–1958
This article traces the development of the wartime Japanese curriculum, which was deliberately designed to implement ‘Japanese’ approaches to science, and its relation to the previously dominant educational approach, learning by doing. It examines the work of Shiono Naomichi (1898–1969), who served as the curriculum and textbook revision director for science and mathematics in the Ministry of Education from 1924 to 1944 and also authored several important textbooks up to the 1950s. While authoring two textbook series in the 1930s and 1940s, respectively, Shiono used learning-by-doing methods to implement ‘Japanese’ ways of thinking within his texts, in response to the demand for the promotion of Japanese spirit. In the succeeding post-war era, Shiono attempted to conceal the relevance of his pre-war and wartime textbooks to the wartime promotion of ‘Japanese’ thought processes and insisted on the educational superiority of his own textbooks over post-war American-style progressive textbooks. By analyzing his shifting claims on wartime education in relation to progressive educational thought, this article portrays the political function of science education and its concealment in post-war Japan. The rediscovery of the political implications of wartime textbooks, as well as a re-examination of their influence in post-war science textbooks, will enable us to critically scrutinize the political features of contemporary Japanese science education.
Journal Article
Adolescent Learning of Academic Vocabulary in Iceland
The fields of vocabulary instruction, literacy professional development, and global language issues framed this research. Situated in Iceland, the intervention consisted of professional development for 10th‐grade teachers focused on academic words in various subject materials, increasing the learners’ proficiency in using explicit strategies to detect word meanings, and offering learners multimodal ways of working with the vocabulary. There were no significant differences between the participants in the experimental schools (n = 157) and in the control schools (n = 88). There were gains from pretest to posttest in vocabulary and in comprehension, and there were some promising trends that distinguished the experimental group from the control group on the reading comprehension test. The nature, intensity, and length of the professional development offered to the high school teachers and the relatively short time of measurement of student outcomes are suggested explanations of the results.
Journal Article
Treating Anxiety and Social Deficits in Children with Autism Spectrum Disorder in Two Schools in Nairobi, Kenya
Anxiety in children with Autism Spectrum Disorder (ASD) contributes to their functional impairment. We evaluated a cognitive-behavioral program for anxiety and social deficits in children with ASD in two schools in Nairobi City, Kenya. Parents and teachers of 40 children and adolescents with ASD (5–21 years) participated, randomized by school. The two schools were randomly assigned to either intervention (
n
= 20) or control (
n
= 20). There was a significant improvement in ASD severity as well as anxiety within the treatment group, which was not seen in the control group. These findings support the expansion of treatments for ASD core deficits and secondary problems in youth with ASD in developing countries.
Journal Article
Makers, Not Users: Inscriptions of Design in the Development of Postdigital Technology Education
This paper directs attention to a recent government-led school development initiative in Denmark, where a broad concept and practice of
design
became central to imagining and reworking technology education for the postdigital condition, in which schoolchildren were imagined to become makers, not users of technological society. Using an analytical apparatus inspired by Science and Technology Studies (STS), the paper examines how and what understandings of design were propagated in the trial of technology comprehension in the public school. The paper examines two design models as didactic-pedagogical translation of design into the epistemic practices of the public school, articulated in the intellectual traditions of
Bildung
and
Didaktik
. Examining the knowledges that make knowledges, the paper contributes an elucidation of the features, capacities, and limitations of the concept and practice of design, as it is mobilised to make knowledge and subjectivities about agency and change for schooling in the postdigital educational future.
Journal Article
The Social Functions of Guangdong Yueju Opera in Enhancing Musical Literacy
Guangdong Yueju Opera, including Cantonese opera, Chaozhou music, and other regional folk traditions, plays a crucial role in cultural heritage, education, and social cohesion. This study investigates the social functions of Guangdong Yueju Opera in enhancing musical literacy. Using a qualitative research approach, data were collected through field observations, semi-structured interviews, and document analysis. The research was conducted in Guangdong Province, China, with key observations at Guangdong Dabu Experimental Primary School and local cultural festivals. A Cantonese opera instructor and music educator served as a key informant, providing insights into the pedagogical role of traditional music. Thematic analysis revealed that traditional Guangdong music enhances technical, cultural, and linguistic literacy, contributing to students' understanding of historical narratives, performance techniques, and regional dialects. However, digital engagement gaps and limited formal education integration hinder broader dissemination. The study suggests expanding digital resources, incorporating Guangdong music into school curricula, and promoting interactive educational initiatives to ensure cultural sustainability. Future research should explore the impact of digital learning tools and cross-cultural music education models to further enhance the transmission of Guangdong music.
Journal Article