The meaning of educational change: a quarter of a century of learning

Auteurs-es

  • Michael Fullan Ontario Institute for Studies in Education de la Universidad de Toronto

Mots-clés :

educational changes, historical development, lessons from change.

Résumé

This article presents a professional autobiography with the concepts and ideas found in the dynamic and fertile period of growth in the study of the processes of change. It is not to be confused with a research summary. On the contrary, it is an attempt to identify the evolution of the study of change from the perspective of someone whose work has been dedicated to presenting, synthesizing, and, on occasions, creating the main concepts that define the study and practice of change. This article is organized in five sections. The first section briefly encompasses the years prior to 1972 and his contribution to the establishment of research on educational change as a discipline. The second to the fourth sections describe a period of 25 years in the author’s professional career, when the majority of his publications appear. Finally, the article concludes with reflections about what has been learned about educational changes, where we are now in relation to these changes, and where we might and ought to go in the future.

Références

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Fullan, M. (1972). Overwiew of innovative process and the use. Interchange, 3, 1-46.

Fullan, M. (1982). The meaning of educational change. Nueva York: Teachers College Press.

Fullan, M. (con Stiegelbauer, S.) (1991). The new meaning of educational change. Nueva York: Teachers College Press [ed. esp.: El cambio educativo, guía de planeación para maestros. México: Trillas, 2000].

Fullan, M. (1993). Change forces: Probing the depths of educational reform. Londres: Falmer. [ed. esp.: Las fuerzas del cambio. Explorando las profundidades de la reforma educativa. Madrid: Akal, 2002].

Fullan, M. (1995). The school as a learning organization: Distant dreams. Theory into Practice, 4(34), 230-235.

Fullan, M. (1997, 2ª ed.). What’s worth fighting for in the principalship?. Nueva York: Teachers College Press. Toronto: Ontario Public School Teachers Federation.

Fullan, M. y Hargreaves, A. (1996). What’s worth fightin for in your school?Nueva York: Teachers College Press. Toronto: Ontario Public School Teachers Federation [ed. española: ¿Hay algo por lo que merezca la pena luchar en la escuela?. Trabajar unidos para mejorar. Sevilla: Publicaciones M.C.E.P., 1997. También publicado como La escuela que queremos. Los objetivos por los que vale la pena luchar. México: Amorrortu/Secretaría de Educación Pública de México, 1999].

Fullan, M. y Pomfret, A. (1977). Research on curriculum and instruction implementation. Rewiew of Educational Research, 47(1), 335-397.

Fullan, M., Galluzo, G., Morris, P. y Watson, N. (1997). The rise and stall of teacher education reform. Whashington, DC: American Association of Colleges of Teacher Education.

Fullan, M., Watson, N. con Kilcher, A. (1997). Building infrastructures for professional development: An assessment of early progress. Nueva York: Rockefeller Foundation.

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Hargreaves, A. y Fullan, M. (1997). What’s worth fightin for out there?. New York: Teachers College Press, Toronto, Ontario: Ontario Public Schools Teacher Federation.

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Sarason, S. (1971). The culture of the school and the problem of change. Boston: Allyn & Bacon.

Smith, L. y Keith, P. (1971). Anatomy of educational innovations: An organization analysis of an elementary school. Nueva York. Wiley.

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