Advertisement

Journal of Educational Change

, Volume 18, Issue 3, pp 263–293 | Cite as

Evolution in educational change: A literature review of the historical core of the Journal of Educational Change

  • Juan Cristobal Garcia-Huidobro
  • Allison Nannemann
  • Chris K. Bacon
  • Katherine Thompson
Article
First Online:

Abstract

This literature review explored educational change trends as reflected in the first 15 years of the Journal of Educational Change (JEC), from 2000 to 2014. The examination of 52 articles accounting for 61% of the Journal’s historical citations indicated that the JEC has evolved through five periods, which relate to ‘waves of educational change’ beyond the Journal itself. At the center of this development there has been a process of de-centering of Anglo-American perspectives on educational reform, pushed both by an increasing pessimism among U.S. and U.K. scholars regarding their countries’ reforms and by systematic evidence that other educational systems are achieving better student learning outcomes. The aforementioned evolution also shows a shift from more conceptual works by the field’s historical leaders toward more empirical research conducted by emergent scholars. After discussing the predominant concept of educational change, the major silences in the reviewed literature, and what this evolution in the JEC says about the field of educational change at large, the paper ends reflecting on challenges as a new generation of scholars begins to enter the conversation.

Keywords

Educational change Large-scale educational reform Sustainability of educational change High-achieving educational systems Teacher professionalism Emerging trends in education 
This is a preview of subscription content, log in to check access.

Notes

Acknowledgements

The authors would like to give special thanks to Professor Dennis Shirley for his support throughout this endeavor. Without his encouragement to engage in this process with a critical lens, and his willingness to offer feedback at critical junctures, this review would not have been possible. We would also like to thank the JEC’s board and editorial staff for their openness and insights as we completed this review of the Journal’s historical core.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Conflict of interest

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

References

The asterisks indicate the 52 reviewed articles.

  1. Aguerrondo, I., & Vaillant, D. (2015). El aprendizaje bajo la lupa: Nuevas perspectivas para América Latina y el Caribe. Panama: UNICEF.Google Scholar
  2. *Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124.CrossRefGoogle Scholar
  3. *Ainscow, M. (2012). Moving knowledge around: Strategies for fostering equity within educational systems. Journal of Educational Change, 13(3), 289–310.CrossRefGoogle Scholar
  4. Bennett, J. C. (2002). An Anglosphere primer. Retrieved from http://explorersfoundation.org/archive/anglosphere_primer.pdf.
  5. *Blackmore, J. (2004). Restructuring educational leadership in changing contexts: A local/global account of restructuring in Australia. Journal of Educational Change, 5(3), 267–288.CrossRefGoogle Scholar
  6. Bridge International Academies [BIA]. (2016). Retrieved June 16, 2016, from http://www.bridgeinternationalacademies.com/company/history/.
  7. Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509–535). Thousand Oaks, CA: SAGE.Google Scholar
  8. *Cooper, A., Levin, B., & Campbell, C. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10(2–3), 159–171.CrossRefGoogle Scholar
  9. *Daly, A. J., & Finnigan, K. S. (2010). A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change, 11(2), 111–138.CrossRefGoogle Scholar
  10. *Datnow, A. (2002). Can we transplant educational reform, and does it last? Journal of Educational Change, 3(3–4), 215–239.CrossRefGoogle Scholar
  11. *Datnow, A. (2011). Collaboration and contrived congeniality: Revisiting Hargreaves in the age of accountability. Journal of Educational Change, 12(2), 147–158.CrossRefGoogle Scholar
  12. Datnow, A. (2012). Lead the change series: Q & A with Amanda Datnow. AERA Educational Change Special Interest Group, 19, 1–4. Retrieved from: http://www.aera.net/Portals/38/docs/SIGs/SIG155/Lead%20the%20Change%20Issue%2019%20Datnow%20.pdf.
  13. *Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260.CrossRefGoogle Scholar
  14. *Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal of Educational Change, 10(2–3), 141–157.CrossRefGoogle Scholar
  15. *de Lima, J. A. (2001). Forgetting about friendship: Using conflict in teacher communities as a catalyst for school change. Journal of Educational Change, 2(2), 97–122.CrossRefGoogle Scholar
  16. *Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123–141.CrossRefGoogle Scholar
  17. *Fink, D. (2003). The law of unintended consequences: The ‘real’ cost of top-down reform. Journal of Educational Change, 4(2), 105–128.CrossRefGoogle Scholar
  18. *Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, 1(1), 5–28.CrossRefGoogle Scholar
  19. *Fullan, M. (2006). The future of educational change: System thinkers in action. Journal of Educational Change, 7(3), 113–122.CrossRefGoogle Scholar
  20. Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.Google Scholar
  21. *Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2–3), 101–113.CrossRefGoogle Scholar
  22. Fullan, M., & Langworthy, M. (2013). Towards a new end: New pedagogies for deep learning. Seattle, WA: Collaborative Impact. Retrieved from: http://redglobal.edu.uy/wp-content/uploads/2014/07/New_Pedagogies_for_Deep-Learning_Whitepaper1.pdf.
  23. *Giroux, H. A., & Schmidt, M. (2004). Closing the achievement gap: A metaphor for children left behind. Journal of Educational Change, 5(3), 213–228.CrossRefGoogle Scholar
  24. *Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45–63.CrossRefGoogle Scholar
  25. Hamilton, D. (2015). The beginning of schooling—as we know it? Journal of Curriculum Studies, 47(5), 577–593.CrossRefGoogle Scholar
  26. *Hargreaves, A. (2000). Editor-in-chief’s introduction representing educational change. Journal of Educational Change, 1(1), 1–3.CrossRefGoogle Scholar
  27. *Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3(3–4), 189–214.CrossRefGoogle Scholar
  28. *Hargreaves, A. (2009). A decade of educational change and a defining moment of opportunity—an introduction. Journal of Educational Change, 10(2–3), 89–100.CrossRefGoogle Scholar
  29. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.Google Scholar
  30. Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3–41.CrossRefGoogle Scholar
  31. Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press.Google Scholar
  32. *Harris, A. (2003). Behind the classroom door: The challenge of organisational and pedagogical change. Journal of Educational Change, 4(4), 369–382.CrossRefGoogle Scholar
  33. *Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337–347.CrossRefGoogle Scholar
  34. Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25(4), 517–572.CrossRefGoogle Scholar
  35. *Hipp, K. K., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173–195.CrossRefGoogle Scholar
  36. *Kardos, S. M., & Johnson, S. M. (2010). New teachers’ experiences of mentoring: The good, the bad, and the inequity. Journal of Educational Change, 11(1), 23–44.CrossRefGoogle Scholar
  37. Lee, C.-M., & Taylor, M. (2013). Moral education trends over 40 years: A content analysis of the Journal of Moral Education (1971–2011). Journal of Moral Education, 42(4), 399–429.CrossRefGoogle Scholar
  38. *Lee, J., & Yin, H. B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25–46.CrossRefGoogle Scholar
  39. *Leithwood, K., Jantzi, D., & Mascall, B. (2002). A framework for research on large-scale reform. Journal of Educational Change, 3(1), 7–33.CrossRefGoogle Scholar
  40. *Levin, B. (2000). Putting students at the centre in education reform. Journal of Educational Change, 1(2), 155–172.CrossRefGoogle Scholar
  41. *Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematising student participation in school improvement. Journal of Educational Change, 6(2), 125–146.CrossRefGoogle Scholar
  42. *Louis, K. S. (2007). Trust and improvement in schools. Journal of Educational Change, 8(1), 1–24.CrossRefGoogle Scholar
  43. *McLaughlin, M. W., & Mitra, D. (2001). Theory-based change and change-based theory: Going deeper, going broader. Journal of Educational Change, 2(4), 301–323.CrossRefGoogle Scholar
  44. *Oakes, J., & Lipton, M. (2002). Struggling for educational equity in diverse communities: School reform as social movement. Journal of Educational Change, 3(3–4), 383–406.CrossRefGoogle Scholar
  45. *Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: An international study. Journal of Educational Change, 8(1), 61–77.CrossRefGoogle Scholar
  46. *Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365–391.CrossRefGoogle Scholar
  47. *Pyhältö, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13(1), 95–116.CrossRefGoogle Scholar
  48. *Pyhältö, K., Pietarinen, J., & Soini, T. (2014). Comprehensive school teachers’ professional agency in large-scale educational change. Journal of Educational Change, 15(3), 303–325.CrossRefGoogle Scholar
  49. Rincón-Gallardo, S., & Elmore, R. (2012). Transforming teaching and learning through social movement in Mexican public middle schools. Harvard Educational Review, 82(4), 471–490.CrossRefGoogle Scholar
  50. Rincón-Gallardo, S., & Fleisch, B. (2016). Bringing effective instructional practice to scale: An introduction. Journal of Educational Change, 17(4), 379–383.CrossRefGoogle Scholar
  51. Robertson, J. (2006). Introduction. Journal of Educational Change, 7(1–2), 1–8.CrossRefGoogle Scholar
  52. *Roman, L. M. (2003). Education and the contested meanings of ‘global citizenship’. Journal of Educational Change, 4(3), 269–293.CrossRefGoogle Scholar
  53. *Rowan, B. (2002). The ecology of school improvement: Notes on the school improvement industry in the United States. Journal of Educational Change, 3(3–4), 283–314.CrossRefGoogle Scholar
  54. *Sachs, J. (2000). The activist professional. Journal of Educational Change, 1(1), 77–95.CrossRefGoogle Scholar
  55. *Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7(4), 259–287.CrossRefGoogle Scholar
  56. *Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45–61.CrossRefGoogle Scholar
  57. *Sahlberg, P. (2011). The fourth way of Finland. Journal of Educational Change, 12(2), 173–185.CrossRefGoogle Scholar
  58. Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland?. New York, NY: Teachers College Press.Google Scholar
  59. Sass, E. (2016). American educational history: A hypertext timeline. Retrieved from http://www.eds-resources.com/educationhistorytimeline.html#2000.
  60. *Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303–333.CrossRefGoogle Scholar
  61. *Schleicher, A. (2007). Can competencies assessed by PISA be considered fundamental school knowledge 15-year-olds should possess? Journal of Educational Change, 8(4), 349–357.CrossRefGoogle Scholar
  62. *Shirley, D. (2011). A Festschrift for Andy Hargreaves. Journal of Educational Change, 12(2), 131–139.CrossRefGoogle Scholar
  63. Shirley, D. (2016). How to lead educational change. Journal of Educational Change, 17(3), 281–285.CrossRefGoogle Scholar
  64. Shirley, D., & Noble, A. (2016). The marathon of educational change. Journal of Educational Change, 17(2), 141–144.CrossRefGoogle Scholar
  65. Smith, R. (2016). Metamorphosis and the management of change. Journal of Philosophy of Education, 50(1), 8–19.CrossRefGoogle Scholar
  66. Spring, J. (2015). Globalization of education: An introduction. New York, NY: Routledge.Google Scholar
  67. *Stein, M. K., Hubbard, L., & Mehan, H. (2004). Reform ideas that travel far afield: The two cultures of reform in New York City’s District #2 and San Diego. Journal of Educational Change, 5(2), 161–197.CrossRefGoogle Scholar
  68. *Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10(2–3), 115–127.CrossRefGoogle Scholar
  69. *Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.CrossRefGoogle Scholar
  70. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory, procedures, and techniques. Newbury Park, CA: SAGE Publications.Google Scholar
  71. *Supovitz, J. (2009). Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform. Journal of Educational Change, 10(2–3), 211–227.CrossRefGoogle Scholar
  72. *Thuneberg, H., Hautamäki, J., Ahtiaihen, R., Lintuvuori, M., Vainikainen, M.-P., & Hilasvuori, T. (2014). Conceptual change in adopting the nationwide special education strategy in Finland. Journal of Educational Change, 15(1), 37–56.CrossRefGoogle Scholar
  73. *Timperley, H. S., & Robinson, V. M. J. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change, 2(4), 281–300.CrossRefGoogle Scholar
  74. *Troman, G., & Woods, P. (2000). Careers under stress: Teacher adaptations at a time of intensive reform. Journal of Educational Change, 1(3), 253–275.CrossRefGoogle Scholar
  75. *Wells, C. M., & Feun, L. (2013). Educational change and professional learning communities: A study of two districts. Journal of Educational Change, 14(2), 233–257.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Department of Curriculum and InstructionLynch School of Education, Boston CollegeChestnut HillUSA

Personalised recommendations

Cite article

Buy options