This article takes its point of departure from recent developments in design-based school reform: design competition, authoritative lists of presum- ably research-based projects, and forced choice of comprehensive designs, especially by low-performing schools. Data fromthe implementation reality of four reform projects in 35 schools, as well as other studies, suggest that per- haps expectations of comprehensiveness, robustness, and fidelity, underlying recent developments, need to be reevaluated and synergy effects of design rep- ertoires more consciously used. The authors contend that design cooperation, rather than design competition, may be a more promising leitmotif for design-based educational reform.
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