English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Education system leaders and policymakers around the globe expend vast amounts of resources on educational reform efforts and despite positive intentions, most attempts to affect educational change fail to realize large-scale, sustainable, positive outcomes—yet some have. While it is widely acknowledged that no two systems’ educational change journeys are the same, what is becoming clear is that there is significant similarity among the thinking or paradigms underpinning theories of changein-action guiding positive large-scale system-wide reform. This research highlights four change paradigms and suggests that a collective learning paradigm guided by systems thinking represents the paradigm shift associated with successful large-scale change. With pragmatic aims, this study employs single, holistic case study methods to uncover the theory of change-in-action of the Oregon Education Investment Board (OEIB)—a governor-appointed board operating between 2011 and 2015 tasked with coordinating a seamless system of public education within the U.S. state. Analysis and synthesis of the OEIB’s collective actions reveal that “education as workforce development” was the primary aim of the reform, with an “outcome focused nexus” as the primary driver guiding the theory of change-in-action. Comparison with change paradigms, including those guiding the best systems in the world, highlight that the OEIB maintained the U.S. paradigmatic neoliberalist status quo for standardized market driven educational change despite espoused aims and efforts to do otherwise. This research highlights the relative invisibility and persistence of change paradigms as a critical source of replication of

Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action