Australian Journal of Teacher Education - Volume 47 - Issue 1 - Article 6 - Using Systems Perspectives to Develop Underlying Principles for Educational Reform

Oct 15, 2026

Upload by Franzy

Education reform effectiveness is constrained by a persistent gap between theory and classroom practice, leaving research improvements unrealised for teaching and learning. The study applies systems thinking to examine the education system’s complexity, shaped by multiple stakeholders with different power, purposes, and perspectives. Drawing on extensive research, it proposes six foundational and five enabling principles to guide decision-makers, researchers, and practitioners in implementing systemic educational reform more effectively.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Evidence use, policy influence, and implementation challenges

Stakeholder differences and the need for systemic perspectives

Taking a Systemic Perspective

Complex adaptive systems and change unpredictability

Incremental versus transformational change

Australian Journal of Teacher Education | Volume 47 Issue 1 | Article 6 | | --- | --- | | 2022
Using Systems Perspectives to Develop Underlying Principles for Educational Reform
John Daniel Kenny University of Tasmania
Connie Cirkony
University of Tasmania
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, and the Educational Leadership Commons | | Recommended Citation Kenny, J. D., & Cirkony, C. (2022) . Using Systems Perspectives to Develop Underlying Principles for Educational Reform. Australian Journal of Teacher Education, 47(1) . [http://dx.doi.org/10.14221/ajte.2022v47n1.6](http://dx.doi.org/10.14221/ajte.2022v47n1.6) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss1/6](https://ro.ecu.edu.au/ajte/vol47/iss1/6) Using a Systems Perspective to Develop Underlying Principles for Systemic Educational Reform John Kenny University of Tasmania Connie Cirkony University of Tasmania Abstract: One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity ofan education system, which involves multiple stakeholders, each with different levels ofpower, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set ofsix foundational and five enabling principles that support systemic educational reform. These 11principles are put forward to provide guidance for decision-makers, researchers and practitioners on how a given educational reform might be more effectively implemented. Introduction Effective systemic educational reform has been a historically elusive goal, with contributing factors thought to be an underuse of research evidence and political influences over educational policy (Levin, 2010) . The OECD (2007) also described the education sector as one with low levels of investment in research, and weak links between policy, research, and innovation. Further, reform in educational systems has also been hampered by poor implementation processes which do not acknowledge that “(i)mprovement is necessarily a process of learning by all those involved (Levin, 2010, p.742) . Moves to strengthen the links between educational research, policy, and practice, are also evident in worldwide efforts to increase the use of research evidence in decision-making across many different sectors, including education (Boaz et al., 2019, Farley-Ripple et al., 2017; Levin, 2013) . However, achievement of this outcome involves more than simply identifying appropriate research and encouraging its up-take by practitioners (Farley-Ripple et al., 2017; Levin, 2013) . Farley-Ripple et al. (2017) noted that different stakeholders value different forms of research. For example, Levin (2013) points out that political pressures lead top-down policymakers to value large scale quantitative studies, but also claimed these forms of research do not necessarily capture the lived experiences of other stakeholders. To address this, he argued that education reform needs to be considered from a more systemic perspective. Green (2021) noted this idea is not new as the eminent former educational researcher, Garth Boomer, while also acknowledging inherent constraints, recognised the importance taking a systems perspective to enact educational change. In this paper, we also consider change or reform as occurring within an education system. Thus, we draw on systems research to understand the nature of an education system and educati

FAQs

What problem does the article address about education reform?

It focuses on the enduring gap between theory and classroom practice, where research to improve teaching and learning is not fully realised in schools, reducing reform effectiveness.

How does the article apply systems thinking to education reform?

It treats the education sector as a complex adaptive system with interconnected elements and multiple stakeholders, using systems research to clarify education-system complexity and the nature of educational change.

What principles are proposed to guide systemic educational reform?

The article proposes six foundational principles and five enabling principles, offering guidance for decision-makers, researchers, and practitioners on more effective implementation.

Oct 15, 2026

Upload by Franzy