Leading for deeper learning: international perspectives

• Published in: Journal of Educational Administration
• Main Authors: Harris, Alma, Jones, Michelle, Azorín, Cecilia, Southern, Alex, Griffiths, Jeremy, Ástvaldsdóttir, Ingileif
• Format: Article in Journal/Newspaper
• Language: English
• Published: Emerald 2023
• Subjects: Iceland
• Online Access: http://dx.doi.org/10.1108/jea-02-2023-0042; https://www.emerald.com/insight/content/doi/10.1108/JEA-02-2023-0042/full/xml; https://www.emerald.com/insight/content/doi/10.1108/JEA-02-2023-0042/full/html

Purpose This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes. Design/methodology/approach The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning? Findings Within and across the three education systems under ...