Why theory matters: An examination of contemporary learning time reforms

• Published in: Education policy analysis archives Vol. 24; no. 44; pp. 44 - 69
• Main Authors: DiGiacomo, Daniela K., Prudhomme, Joshua J., Jones, Hannah R., Welner, Kevin G., Kirshner, Ben
• Format: Journal Article
• Language: English
• Published: Colleges of Education at Arizona State University and the University of South Florida 04.04.2016; Arizona State University
• Subjects: Case Studies; Colorado; Educational Change; Educational Policy; Equal Education; equity; Learning Theories; learning theory; learning time reforms; reform processes; Theory Practice Relationship; Time on Task; zone of mediation; Colorado
• DOI: 10.14507/epaa.24.2334
• ISSN: 1068-2341

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.