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ERIC Number: EJ1100163
Record Type: Journal
Publication Date: 2016-Apr-4
Pages: 26
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: EISSN-1068 2341
Why Theory Matters: An Examination of Contemporary Learning Time Reforms
DiGiacomo, Daniela K.; Prudhomme, Joshua J.; Jones, Hannah R.; Welner, Kevin G.; Kishner, Ben
Education Policy Analysis Archives, v24 n44 Apr 2016
This article explores the contemporary policy reform push to extend and expand learning time in schools. In light of the potential and continued prominence of learning time reforms in today's national educational landscape, this article makes visible the ways in which theory matters for the near- and long-term success of equity-focused educational reforms. Using the recent enactment of learning time reforms in Colorado as an illustration, and the zone of mediation framework as a conceptual lens, this article demonstrates how such reforms are likely to be weakened and undermined without strong theoretical grounding.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado