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An Investigation into State-Level Paradigm Change and Politics in Education: Ohio’s Transformational Dialogue for Public Education

  • Eulho JungEmail author
  • Charles M. Reigeluth
  • Minkyoung Kim
  • Scott Trepper
Living reference work entry

Abstract

Most American educational systems have failed to respond to the societal transformation from the Industrial to the Information Age (Banathy, 1991; Duffy FM and Reigeluth CM, Educ Technol:41–49, 2008; Jenlink PM (ed), Systemic change: Touchstones for the future school. Arlington Heights: IRI/Skylight Training and Publishing, 1995; Reigeluth CM, The imperative for systemic change. Educational Technology Publications, Englewood Cliffs, 1994). In recognition of knowledge work as today’s predominant kind of work, educational institutions should respond to such changed societal demands and endeavor to foster skill sets for solving complex problems. Considering that many education reform efforts failed to achieve desired goals, scholars started developing design theories for high-level leaders. As such, Kim (Transformational dialogue for public education: 50-State Strategy. Knowledge Works Foundation, Cincinnati, 2008) introduced a state-level paradigm change process called the Transformational Dialogue for Public Education (TDPE), which was implemented in the state of Ohio from 2007 to 2012. The TDPE is intended to promote long-term dialogues and avenues of collaboration to help state leaders foster the transformation of their state’s public education systems. After analyzing extensive data, we found that the TDPE initiative in Ohio was heavily rooted in politics. Considering its significance, we identified three sub-themes related to politics that affected the dialogues: (1) polarized political parties, (2) lack of communication during the political transition, and (3) selective agenda on topics. In addition, this report describes the TDPE process in Ohio, addressing the context, process, and outcomes of the paradigm change initiative.

Keywords

Paradigm change in education Systemic change Education reform Leadership team Ohio State 

Notes

Acknowledgments

We take this opportunity to express our profound gratitude and deep regards to Dr. Daniel Kim (of the Society for Organizational Learning) for the data and feedback given; the KnowledgeWorks Foundation; and the participants of the Ohio TDPE initiative for assisting with this study.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Eulho Jung
    • 1
    Email author
  • Charles M. Reigeluth
    • 2
  • Minkyoung Kim
    • 3
  • Scott Trepper
    • 2
  1. 1.Boise State UniversityBoiseUSA
  2. 2.Indiana UniversityBloomingtonUSA
  3. 3.University of West FloridaPensacolaUSA

Section editors and affiliations

  • Eugene Kowch
    • 1
  1. 1.Werklund School of EducationUniversity of CalgaryCalgaryCanada

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