Using District Leaders' Theory of Action to Understand the San Diego Reform

In the educational context, a “theory of action” encompasses the beliefs and interconnected explanatory structures that underlie educational leaders' approach to instruction, curriculum, and the organization of schools—especially as these concerns attempt to guide reforms (Argyris & Schön, 1978; Bryk, Sebring, Kerbow, Rollow, & Easton, 1998). A theory of action states educational goals, articulates the relationship among the goals, describes strategies for attaining the goals, and provides justifications (or explanations) for why those strategies should produce the designated goals.