Reconstituting Schools: "Testing" the "Theory of Action"

This article identifies key elements of the "theory of action" embodied in reconstitution reforms and examines them in light of findings acquired from a two-year study that documents what happened when a particular rendition of reconstitution was enacted and implemented. The evidence from...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 2002-06, Vol.24 (2), p.113-132
Main Authors: Malen, Betty, Croninger, Robert, Muncey, Donna, Redmond-Jones, Donna
Format: Article
Language:English
Subjects:
Academic achievement
Action Theory
Case studies
Education reform
Educational Change
Educational Improvement
Educational Practices
Educational reform
Educational research
Educational Theories
Elementary Education
Elementary School Teachers
Evaluation Research
Evidence
Experienced teachers
Initiatives
Middle schools
Observational research
Program Evaluation
Program Implementation
School principals
School Restructuring
School superintendents
Schools
Staffing
Student Improvement
Teachers
Teaching Methods
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Summary:This article identifies key elements of the "theory of action" embodied in reconstitution reforms and examines them in light of findings acquired from a two-year study that documents what happened when a particular rendition of reconstitution was enacted and implemented. The evidence from this study suggests that the "theory of action" embedded in reconstitution reforms may be seriously, if not fatally flawed. On every critical count, the dominant patterns of implementation ran counter to the major premises (and promises) of the policy. This article considers alternative interpretations of the data and suggests directions for future research.
ISSN:0162-3737
1935-1062
DOI:10.3102/01623737024002113