How Teachers Describe Apprenticeship Opportunities in Deeper Learning Schools (Poster 6)

• In Event: AERA Poster Session Saturday 11:45 am
  In Invited Poster Session: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

This study examines how teachers in deeper learning high schools (AIR 2016; 2020) describe student learning goals aligned with apprenticeship-oriented frameworks emphasizing identity, mastery, and creativity (Mehta & Fine, 2019). Drawing on focus group data from the AIR data set, the study explores teachers’ descriptions of instructional practices, classroom conditions, and school structures understood to support or constrain deeper learning opportunities. Findings illuminate how teachers articulate the purposes and possibilities of deeper learning, how they interpret the conditions necessary for apprenticeship-like experiences, and how their perspectives may be understood alongside broader tensions within secondary schooling in the United States.

Author

• Julianna E. Lopez Kershen, University of Oklahoma