Why theory matters: An examination of contemporary learning time reforms

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- an...

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Main Authors: Daniela K. DiGiacomo, Joshua J. Prudhomme, Hannah R. Jones, Kevin G. Welner, Ben Kirshner
Format: Article
Language:English
Published: Arizona State University 2016-04-01
Series:Education Policy Analysis Archives
Subjects:
Online Access:https://epaa.asu.edu/ojs/article/view/2334
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spelling doaj-7083d81ea44040db99c2bfee9ec21c712020-11-25T03:51:02ZengArizona State UniversityEducation Policy Analysis Archives1068-23412016-04-0124010.14507/epaa.24.23341487Why theory matters: An examination of contemporary learning time reformsDaniela K. DiGiacomo0Joshua J. Prudhomme1Hannah R. Jones2Kevin G. Welner3Ben Kirshner4University of Colorado BoulderUniversity of Colorado BoulderUniversity of Colorado BoulderUniversity of Colorado BoulderUniversity of Colorado BoulderThis 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.https://epaa.asu.edu/ojs/article/view/2334learning time reformsequitylearning theoryzone of mediationreform processes
collection DOAJ
language English
format Article
sources DOAJ
author Daniela K. DiGiacomo
Joshua J. Prudhomme
Hannah R. Jones
Kevin G. Welner
Ben Kirshner
spellingShingle Daniela K. DiGiacomo
Joshua J. Prudhomme
Hannah R. Jones
Kevin G. Welner
Ben Kirshner
Why theory matters: An examination of contemporary learning time reforms
Education Policy Analysis Archives
learning time reforms
equity
learning theory
zone of mediation
reform processes
author_facet Daniela K. DiGiacomo
Joshua J. Prudhomme
Hannah R. Jones
Kevin G. Welner
Ben Kirshner
author_sort Daniela K. DiGiacomo
title Why theory matters: An examination of contemporary learning time reforms
title_short Why theory matters: An examination of contemporary learning time reforms
title_full Why theory matters: An examination of contemporary learning time reforms
title_fullStr Why theory matters: An examination of contemporary learning time reforms
title_full_unstemmed Why theory matters: An examination of contemporary learning time reforms
title_sort why theory matters: an examination of contemporary learning time reforms
publisher Arizona State University
series Education Policy Analysis Archives
issn 1068-2341
publishDate 2016-04-01
description 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.
topic learning time reforms
equity
learning theory
zone of mediation
reform processes
url https://epaa.asu.edu/ojs/article/view/2334
work_keys_str_mv AT danielakdigiacomo whytheorymattersanexaminationofcontemporarylearningtimereforms
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AT kevingwelner whytheorymattersanexaminationofcontemporarylearningtimereforms
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