The Evolving Role of Education Research and Evaluative Thinking in Shaping System Reform

• In Event: Learning Our Way Forward: Research and Evaluation Informing System Change and Innovation

Abstract

Purpose and Perspective
This paper presents a case study of an internationally recognized, government-led, whole system reform effort to improve student achievement, reduce gaps in achievement, and increase public confidence in education, providing evidence of impact over time as well as evidence to support an ongoing focus on sustained improvement and focused innovation.

Our paper investigates how the evolving role of education research and evaluative thinking in a 10-year whole system reform effort has contributed to the success of a leading education jurisdiction that has been internationally recognized as highly successful in increasing both achievement and equity (OECD, 2009). It examines successful system change supported by a continuous focus on priority goals, distributed leadership, consistency of practice and collective capacity, informed by research and evidence (Campbell et al., 2011; Fullan, 2010; Levin, 2009). It also addresses the challenges and possibilities of moving from a ‘great’ system (Mourshed et al, 2010) to an ‘excellent’ system through sustaining improvement and focused whole system innovation related to higher order skills and the spread of effective practices (Fullan, 2013). Leveraging past successes and moving beyond to new levels of learning requires effective integration of pedagogy, technology and change knowledge (where pedagogy is the driver, not technology) as well as changes in the roles of teachers and students as learning partners through collaboration and inquiry (Fullan, 2012). Our paper also investigates the conceptualization, leadership and early implementation of a renewed strategy to inform the next phase of system change though sustained improvement and focused innovation to deepen and extend the development of higher order skills and student wellbeing.


Methods and Data
The case study examines the impact of a 10-year government-led system reform initiative through multiple data sources, including: evidence from international comparative studies; mixed methods research and evaluations of major initiatives; strategy documents, reports and publications; literature reviews; and a comprehensive stakeholder consultation informing the next phase of whole system reform.


Results and Significance
To address the urgent need to examine how research for innovation can guide initiatives to improve the learning and well-being of children and youth, this paper is significant in providing evidence from successful, transformative and system-wide reform strategies of a leading education jurisdiction over ten years. This paper addresses the need to critically examine and evaluate what has changed, what is changing and what will likely change the educational futures of students of all ages, including the importance of integrating pedagogy, technology and change knowledge to support higher order learning and student wellbeing.

Consistent with AERA’s theme of the power of research for innovation in practice and policy, we conclude that a system-wide focus on research evidence and evaluative thinking is fundamental to the success of complex, strategic and systemic approaches to improving academic success, equity and student well-being.

Authors

• Doris McWhorter, Ministry of Education

• Richard Franz, Ontario Ministry of Education

• Janine Griffore, Ontario Ministry of Education

• Mary Jean Gallagher, Ontario Ministry of Education