The period foregrounded learner-centered curricula that emphasize active learning, collaboration, and high expectations, with research stressing the alignment of aims, activities, and assessments and the integration of formative feedback into daily practice. Formative assessment embedded within the curriculum emerged as a principal mechanism for accountability and improvement, guiding evidence-based instructional design. Change scholarship framed reform as an ongoing, context-sensitive process driven by school culture, teacher learning, and distributed leadership, building the foundation for broader implementation science and systemic reform.