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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Arizona State University
2016-04-01
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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 |
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