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Fullan, Michael – Prospects: Quarterly Review of Comparative Education, 2020
This article highlights key points with respect to each of the following: 1) School systems around the world were stagnant before Covid-19 and had been for some time; 2) Therefore there was considerable pent-up energy to make some changes. Covid-19 has both exposed and exacerbated what was wrong with the system, but has also provided opportunities…
Descriptors: COVID-19, Pandemics, School Closing, Educational Change
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Azorín, Cecilia; Fullan, Michael – Journal of Educational Change, 2022
The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar…
Descriptors: Educational Cooperation, Educational Change, Educational Development, Educational Improvement
Fullan, Michael; Pinchot, Michelle – Educational Leadership, 2018
School change expert Michael Fullan and principal Michelle Pinchot collaborated on an experiment: As Pinchot tackled her first years turning around the culture of Heritage Elementary School in California--using ideas Fullan has promoted about school culture and leveraging teachers' power--she and Fullan checked in every few months on how the work…
Descriptors: School Turnaround, Educational Change, Sustainability, Elementary School Teachers
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Fullan, Michael – Journal of Staff Development, 2016
Michael Fullan's insights on what it takes to make professional learning stick--in other words, Learning Forward's Implementation standard--have long helped leaders at the school and system level create change in ways that lead to better outcomes for students. In his full thought leader essay in "Reach the Highest Standard in Professional…
Descriptors: Faculty Development, Professional Continuing Education, Program Implementation, Educational Change
Fullan, Michael; Gallagher, Mary Jean – Corwin, 2020
Develop equity, excellence, "and" well-being across the whole system! The world is troubled! We need to combine a moral imperative and a system transformation to survive for the better. Education is crucial to our future but needs to play a more direct role in shaping our future. "The Devil is in the Details" shows how we can…
Descriptors: Well Being, Equal Education, Excellence in Education, Moral Values
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Fullan, Michael – Journal of Educational Change, 2016
Whole system improvement--where the vast majority of schools improve--is difficult to achieve. Some jurisdictions use what turns out to be "wrong" policy drivers like testing and evaluation. Rather, success turns out to depend on changing the culture of schools and their relationship to the infrastructure of policies and regulation. I…
Descriptors: Educational Improvement, Educational Change, Case Studies, Educational Policy
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O'Connor, Una; Anderson Worden, Elizabeth; Bates, Jessica; Gstrein, Vanessa – Curriculum Journal, 2020
Curriculum change is an intricate, lengthy process, requiring commitment, cooperation and compromise amongst the agencies and stakeholders involved; its development is more complex in divided societies, particularly when the subject content is open to contention. The addition of Local and Global Citizenship (LGC) to the Northern Ireland (NI)…
Descriptors: Citizenship Education, Foreign Countries, Criticism, Educational Change
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le Roux, Sarlina G. – South African Journal of Education, 2021
After many educational reforms over the past 2 decades, South Africa is still 1 of the lowest performing countries in terms of literacy outcomes. Despite an increased access to early childhood education programmes, more than half of Grade R learners will enter Grade 1 without the required skills to master reading. Clearly, systemic interventions…
Descriptors: Literacy Education, Outcomes of Education, Foreign Countries, Family School Relationship
Fullan, Michael; Gardner, Mag; Drummy, Max – Educational Leadership, 2019
Noting that teens are disengaged in school and increasingly dispirited by social problems, the authors argue that these students need learning environments that foster engagement, connection, and a greater sense of purpose. They make the case for deep learning--learning that helps students "make connections to the world, to think critically,…
Descriptors: Adolescents, Educational Environment, Learner Engagement, Student School Relationship
Fullan, Michael; Hargreaves, Andy – Learning Forward, 2016
Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational…
Descriptors: Foreign Countries, Faculty Development, Teacher Collaboration, Teacher Competencies
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Smith, Cameron W.; Arnott, Stephanie – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2022
In 2020, the coronavirus (COVID-19) pandemic forced teachers in Ontario to move online. Since then, teaching online or in hybrid models has been common across the province. To understand how French as a Second Language (FSL) teachers navigated these spaces, four Ontario French teachers were interviewed about their experience using educational…
Descriptors: French, Language Teachers, Second Language Instruction, COVID-19
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Hanreddy, Amy – School-University Partnerships, 2019
In this study, a PDS [professional development school] partnership is examined using the lens of "professional capital" (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership…
Descriptors: Professional Development Schools, Partnerships in Education, College School Cooperation, College Faculty
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Icel, Mustafa – Journal of STEM Education: Innovations and Research, 2018
This case study explores policy implementation of a Science, Technology, Engineering, and Mathematics (STEM)-focused charter school over a three-year period. Gateway Science Academy of St. Louis (GSA), a K-12 district, has applied the STEM-focused curriculum model for seven years. This case study uses the Fullan Change Theory's seven core…
Descriptors: STEM Education, Urban Schools, Charter Schools, Educational Policy
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Snyder, Richard R. – International Journal of Educational Leadership Preparation, 2017
Effective implementation of change remains a crucial concern for educational leaders in the 21st Century. One of the factors affecting effective implementation of reform is resistance to change. Veteran teachers in particular present unique challenges, and stereotypically the greatest resistance, for effective implementation of change. This study…
Descriptors: Resistance to Change, Educational Change, Experienced Teachers, Program Implementation
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Cameron, Jay; Mercier, Kevin; Doolittle, Sarah – Physical Educator, 2016
How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…
Descriptors: Educational Change, Physical Education, Secondary School Teachers, Physical Education Teachers
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