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Educational reform hyperwaves: Reconceptualizing Cuban’s theories of change

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Abstract

The present work builds on Cuban’s (Educ Res 19(1):3–13, 1990) seminal work on reform waves. The research explores reform waves in Israeli educational policies since 2000s. The historical case study analysis focuses on conservative and liberal–progressive reforms in education, and reveals that these reforms took place as reoccurring alternating cycles, connected with political and institutional pressures that promote reform waves. The paper argues, however, that it is necessary to further develop Cuban’s theory because it does not provide an explanation for the temporal frequency of reform waves. The paper suggests betwixt and between situations as factors pushing reform waves into hyperdrive. The paper ends with a discussion of the implications of reform hyperwaves.

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Fig. 1
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Fig. 3

Data derived from Vigoda-Gadot and Mizrahi’s (2014) survey of attitudes toward public service

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  1. Department of Education and Psychology, The Open University of Israel, 1 University Road, 4353701, Raanana, Israel

    Izhak Berkovich

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Berkovich, I. Educational reform hyperwaves: Reconceptualizing Cuban’s theories of change. J Educ Change 18, 413–438 (2017). https://doi.org/10.1007/s10833-017-9304-1

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