Peer-reviewed research2017–2026 update
Expanding the boundaries of learning
Drawing on examples from New Hampshire, Brooklyn, Detroit and Singapore, Hatch argues that sustaining learning outside school depends on understanding what makes unconventional approaches hard to keep going within conventional schools.
What's new
Thomas Hatch looks at why unconventional educational experiences are hard to sustain and scale within conventional schools. He illustrates this with a large-scale project-based learning approach developed at a camp in New Hampshire and incorporated into a Brooklyn school, a trip-based programme in Detroit, and Singapore's systemic embrace of learning outside school. He argues that understanding the conditions that sustain alternative practices can help educators push the boundaries of schooling.
Why it matters in Aotearoa
Schools and sector leaders aiming to embed EOTC instead of running it as one-off events can use these cases to think about the conditions that make it last.
Putting it into practice
Leadership teams can list the conditions (timetable, funding, staffing, policy) that currently help or hinder EOTC in their school and pick one to strengthen.
How strong is the evidence
Commentary drawing on illustrative cases. It does not report systematic research findings.
What to read
The full article. The Singapore example is especially relevant for system-level thinking.