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Why Theories of Change Matter. WCER Working Paper No. 2015-2

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Title: Why Theories of Change Matter. WCER Working Paper No. 2015-2
Language: English
Authors: Connolly, Mark R., Seymour, Elaine, Wisconsin Center for Education Research
Source: Wisconsin Center for Education Research. 2015.
Availability: Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Peer Reviewed: N
Page Count: 17
Publication Date: 2015
Document Type: Reports - Evaluative
Descriptors: Educational Change, Educational Theories, STEM Education, Educational Quality, Access to Education, Relevance (Education), Partnerships in Education, Science Course Improvement Projects, Best Practices, Change Strategies
Geographic Terms: Wisconsin
Abstract: In 2009, a pair of meetings launched an ambitious initiative to link communities engaged in improving STEM education with those engaged in global sustainability. The organizers of the initiative, "Mobilizing STEM Education for a Sustainable Future" (details of which may be found at http://mobilizingstem.wceruw.org/), selected "critical advisors" to attend the meetings and guide discussion. These critical advisors, with expertise in relevant domains in higher education, such as professional development for faculty, curricula development, and policy and practice, were asked to propose new or adapted theories of change that can accomplish a vision for higher education. In this paper, therefore, we review theories of change already used in efforts to improve quality and access in STEM education. We consider why some STEM reform efforts based on particular theories of change (whether implicit or stated) may be more or less successful than others. To this end, this paper argues that theories of change are powerful yet often unacknowledged guides for human action for change. We first explain what a theory of change is. Then we present our findings from a preliminary study of theories of change inferred from a small sample of projects that the National Science Foundation solicited and subsequently funded to improve STEM education. We conclude by discussing the implications of unarticulated theories of change for the nation's efforts to improve STEM education. (NOTE: this WCER working paper is a version of a 2009 paper resulting from the Mobilizing STEM Education for a Sustainable Future initiative.)
Abstractor: As Provided
Number of References: 6
Entry Date: 2015
Accession Number: ED577054
Database: ERIC
FullText Text:
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  Data: Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
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  Data: In 2009, a pair of meetings launched an ambitious initiative to link communities engaged in improving STEM education with those engaged in global sustainability. The organizers of the initiative, "Mobilizing STEM Education for a Sustainable Future" (details of which may be found at http://mobilizingstem.wceruw.org/), selected "critical advisors" to attend the meetings and guide discussion. These critical advisors, with expertise in relevant domains in higher education, such as professional development for faculty, curricula development, and policy and practice, were asked to propose new or adapted theories of change that can accomplish a vision for higher education. In this paper, therefore, we review theories of change already used in efforts to improve quality and access in STEM education. We consider why some STEM reform efforts based on particular theories of change (whether implicit or stated) may be more or less successful than others. To this end, this paper argues that theories of change are powerful yet often unacknowledged guides for human action for change. We first explain what a theory of change is. Then we present our findings from a preliminary study of theories of change inferred from a small sample of projects that the National Science Foundation solicited and subsequently funded to improve STEM education. We conclude by discussing the implications of unarticulated theories of change for the nation's efforts to improve STEM education. (NOTE: this WCER working paper is a version of a 2009 paper resulting from the Mobilizing STEM Education for a Sustainable Future initiative.)
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      – SubjectFull: Educational Theories
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      – SubjectFull: STEM Education
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      – SubjectFull: Educational Quality
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      – SubjectFull: Access to Education
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      – SubjectFull: Relevance (Education)
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Best Practices
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      – SubjectFull: Change Strategies
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      – SubjectFull: Wisconsin
        Type: general
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      – TitleFull: Why Theories of Change Matter. WCER Working Paper No. 2015-2
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