Journal of Educational Change Impact Factor & Information

Publisher: Springer Verlag

Journal description

The Journal of Educational Change is an international professionally refereed state-of-the-art scholarly journal reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation reform and restructuring school improvement and effectiveness culture-building inspection school-review and change management. It examines why some people resist change and what their resistance means. It looks at how men and women older teachers and younger teachers students parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social economic cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines including history psychology political science sociology anthropology philosophy and administrative and organizational theory and from a broad spectrum of methodologies including quantitative and qualitative approaches documentary study action research and conceptual development. School leaders system administrators teacher leaders consultants facilitators educational researchers staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Journal of Educational Change website
Other titles Journal of educational change (Online)
ISSN 1389-2843
OCLC 44111707
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as arXiv.org
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Principal leadership is the key to successful implementation of mandated, high-accountability, teacher evaluation systems. Given the magnitude and complexity of change at the school level, understanding principals’ perceptions, responses, and concerns is essential for effective change and support during implementation. Thus, research that considers both principals’ concerns and their perceptions of implementation support contributes to both the scholarship and practice of leadership for change during accountability and reform. This multi-site, 3-year, qualitative study in a Southeastern state used the lens of Hall and Hord’s (Implementing change: patterns, principles, and potholes. Pearson Education, Boston, 2015) stages of concern, from the concerns-based adoption model, to examine K-12 principal perspectives during implementation of new, rigorous, high accountability teacher evaluation policies. Findings from this study increase our understanding of the impact of implementation challenges and change processes on principals charged with leading externally mandated, high stakes innovations. When principals’ knowledge and management concerns are insufficiently addressed, it is difficult for them to move to full and successful implementation. Findings have implications for superintendents, state policy-makers, university faculty in administration preparation programs, and researchers focusing on teacher evaluation, change, and education reform. In addition, this study adds to the literature by examining suburban and rural perspectives, complementing research focused on urban schools and districts.
    Journal of Educational Change 08/2015; 16(3). DOI:10.1007/s10833-015-9244-6
  • Journal of Educational Change 07/2015; DOI:10.1007/s10833-015-9251-7
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    ABSTRACT: This study examined four secondary schools in Northern Ireland serving a significant percentage of low income families: two schools from the ‘Maintained’ (de-facto Catholic) sector, one school from the ‘Controlled’ (de-facto Protestant) sector, and one school from the ‘Integrated’ (mixed faith) sector. The objective was to identify when and how the schools fostered higher level cognitive skills, interpersonal skills and intrapersonal skills, known collectively in the literature as twenty-first century learning. This paper focuses on the Integrated school as representative of many of the attributes encountered in all four schools and as a particular exemplar of high performance. The selected school served 28 % low income families, consistently outperformed demographic peers on required exams for the General Certificate of Secondary Education, and revealed through inspection reports and professional reputation a school wide commitment to instruction of twenty-first century skills. Analysis of classroom observations and focus group interviews with students, teachers, and administrators revealed that (1) Twenty-first century task demand is relatively higher when student learning is assessed with portfolios, performances, and local assessment practices, and twenty-first century task demand is relatively lower when learning is assessed with external exams. (2) Pastoral care, thoughtfully deployed, is a powerful lever for twenty-first century learning. (3) Cross-community contact, developed in meaningful ways, is a potentially powerful lever not only for peace-building in the province, but high level learning for the province’s youth. (4) The School fostered twenty-first century skills by advancing a vision for learning that extends well beyond the low level demand of state accountability metrics. Recommendations for policy and practice are offered.
    Journal of Educational Change 05/2015; DOI:10.1007/s10833-015-9250-8
  • Journal of Educational Change 05/2015; 16(2). DOI:10.1007/s10833-015-9249-1
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    ABSTRACT: This study explores the reasons why teachers introduce innovations into their teaching. Interviews were conducted with thirty teachers in primary, secondary, and university settings in one Midwestern USA community. All participants said they innovated due to a desire to improve student learning; other frequently mentioned reasons were professional development experiences of their own choosing and a desire to avoid personal boredom. Less frequently stated reasons to innovate included the failure of textbooks and experiences with another teacher or the participants’ own children. Implications for professional development include encouraging teachers to discover innovations applicable to their own classrooms through providing them with time and autonomy to develop alternative approaches to teaching curriculum.
    Journal of Educational Change 05/2015; 16(2). DOI:10.1007/s10833-015-9243-7
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    ABSTRACT: This qualitative case study focuses on a school created to educate expelled students, specifically examining the relationships between educators’ beliefs and philosophies and daily school life. At this school, Kelly’s (Last chance high. Yale University Press, New Haven, 1993) competing philosophies of traditionalism and developmentalism got enacted at the school and classroom levels in ways that precluded effective practice. These competing philosophies reflect broader national and international discourses that simultaneously promote neoliberal marketization and democratic emancipation. Conflicting sub-cultures at the school under study emerged as the most salient conduit at the school level for the enactment of these competing philosophies, and administrators’ practices at the school and district levels unintentionally reinforced these conflicting sub-cultures. Findings suggest that improving the educational experiences of persistently disciplined students requires the clarification of philosophical underpinnings and cohesion of policy mandates and implementation at federal, state, and local levels. Without such clarification, alternative schools may serve more to push students further out of school and into the school-to-prison pipeline than to reengage them.
    Journal of Educational Change 01/2015; 16(2). DOI:10.1007/s10833-014-9242-0
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    ABSTRACT: This article explores the significance of actively engaging with students in school about matters that concern them. The discussion draws upon data from a large-scale mixed methods study in Australia that investigated how ‘wellbeing’ in schools is understood and facilitated. The qualitative phase of the research included semi-structured focus group interviews with 606 students, aged between 6 and 17 years, which incorporated an activity inviting students to imagine, draw and discuss an ideal school that promoted their wellbeing. These data reveal how capable students are of providing rich, nuanced accounts of their experience that could potentially inform school improvement. While varying somewhat across the age range involved, students identified creative ways that pedagogy, the school environment and relationships could be improved, changed or maintained to assist their wellbeing. They placed particular emphasis on the importance of opportunities to ‘have a say’ in relation to these matters. Such findings challenge deeply entrenched assumptions about who has the authority to speak on matters of student wellbeing, while also highlighting the potential of more democratic, participatory and inclusive approaches to change and improvement in schools.
    Journal of Educational Change 12/2014; 16(2). DOI:10.1007/s10833-014-9239-8
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    ABSTRACT: Within the academic field of futures in education there has been concern that pupils’ negative and pessimistic future scenarios could be deleterious to their minds. Eckersley (Futures 31:73–90, 1999) argues that pessimism among young people can produce cynicism, mistrust, anger, apathy and an approach to life based on instant gratification. This article suggests that we need to discuss negative and pessimistic future visions in a more profound and complex way since these contain both hope and hopelessness. A pessimistic view of the future does not have to be negative in itself: it can also illustrate a critical awareness of contemporary social order. This article therefore aims to explore hope and hopelessness in young people’s dystopias about the future. Adopting dystopias may open up possibilities, whereas adopting disutopias will only lead one to believe that there are no alternatives to the current dominant model of global capitalism. Even a dystopia that predicts the end of the world as we know it might be the beginning of a world that we have not seen yet.
    Journal of Educational Change 11/2014; 15(4). DOI:10.1007/s10833-014-9237-x
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    ABSTRACT: This article explores the use of protocol-structured dialogue in promoting reflective practices and shared theories of action within a district leadership team. Protocols have been used to make individuals’ theories of action visible and subject to evaluation. This is important for leaders trying to establish coherence across a system; in order to establish coherence, individuals on leadership teams need to be able to surface, test, and sharpen and align their internal pictures of how change works. The author draws on qualitative data from a year-long study of one team as it prepared to implement a capacity-building initiative that would promote collaboration and reflection in schools across the district. Findings illustrate how, as administrators experimented with reflective practice using protocols, divergent theories of leadership’s role in setting a clear direction for school-based reflection emerged, with principals looking for district-wide goals to drive school-based reflection and the superintendent looking to leave decisions about goals to individual school leaders. Our findings suggest that the team’s capacity for aligning these theories was limited because protocol-structured dialogue was carried out as a generic problem-solving exercise. As such, it did not promote visible, productive reasoning in the system’s formal leader, the district superintendent. Moreover, protocol-structured discussion did not mediate the problematic effects of formal authority distinctions or longstanding relationships within the administrative leadership team.
    Journal of Educational Change 11/2014; 15(4). DOI:10.1007/s10833-013-9218-5
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    ABSTRACT: Research and policy have increasingly focused on the importance of staffing schools with effective teachers. A critical variable affecting teacher effectiveness is the enthusiasm, energy and effort teachers bring to their work, or teachers’ work engagement. Better understanding teachers’ work engagement and how it may change over stages in a teacher’s career is the subject of this exploratory interview study of second-stage teachers—teachers with 4–10 years of experience. Participants in this study described engaging in their work to different degrees and in very different ways. As beginning teachers, their interest in and enthusiasm for teaching was typically high and they focused a great deal of energy on conducting their classes. However, over time they acquired a sense of competence and had been granted considerable professional autonomy. Although competence and autonomy inspired and energized some of these teachers, it also made it unnecessary to be highly engaged. Their administrators reportedly paid little attention to their choices and did not intervene. Ultimately, the decision about whether and how to engage in teaching was theirs to make. Although all participants reported a continued interest in and enthusiasm for teaching, three stage-related patterns emerged in how they engaged in their work. Some teachers chose to modify their engagement, re-directing a portion of their effort to activities other than teaching, including their families or coursework for recertification. Others decided to focus their engagement, by attending to more fine-grained, interesting aspects of their subject or pedagogy, now that they had the basics under control. Still others chose to diversify their engagement—engaging in new and interesting extensions of teaching, such as leadership roles and extracurricular activities. A few, whose efforts to improve their practice or contribute to their school had been ignored or discouraged, either said they would leave teaching or had disengaged as an alternative to leaving. These findings suggest that having a better understanding of teachers’ engagement and the role that the school plays in their decisions about how to engage is important for promoting effectiveness and retention among teachers who have moved beyond their novice years.
    Journal of Educational Change 08/2014; 15(3):231-252. DOI:10.1007/s10833-014-9231-3
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    ABSTRACT: This article explores how comprehensive school teachers’ sense of professional agency changes in the context of large-scale national educational change in Finland. We analysed the premises on which teachers (n = 100) view themselves and their work in terms of developing their own school, catalysed by the large-scale national change. The study included theory-driven interventions in the case school communities, as well as pre- and post-test measurements. The results suggested that the learning of active professional agency was facilitated among teachers during the 2 years of development work. A significant number of teachers had adopted a more holistic orientation towards the reform. Moreover, the number of teachers who considered themselves as the subjects of the development work increased slightly. This increase suggests that teachers’ intentional and responsible management of new learning proceeds from the interpersonal meaning-making process to the internal process that regulates the elements of a teacher’s professional agency.
    Journal of Educational Change 08/2014; 15(3). DOI:10.1007/s10833-013-9215-8
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    ABSTRACT: Recent attention to youth activism for school reform reveals positive student outcomes. Yet educators may object to the use of social actions in schools, diminishing opportunities for these benefits to accrue. This paper analyzes educators’ conceptions about the proper exercise of student voice within schools and how these coincide with activists’ tactics for school reform. The qualitative investigation rests on interviews with principals, teachers, community organizers, and students—all touched by a community-based program that encourages urban youth to organize and transform their schools. The paper seeks to bridge the perspectives of educators and activists in ways that enhance acceptance of a more robust role for students in school life.
    Journal of Educational Change 05/2014; 15(2). DOI:10.1007/s10833-013-9220-y
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    ABSTRACT: This paper reports the results of an 18-month integrated, problem-solving research study of one new school’s efforts to create a K-12 system of student assessment data that reflects their innovative vision for personalized and student-centered instruction. Based on interview, observational, and documentary data, the authors report how teachers articulate, measure, and assess student core competencies, aligned with a common vision and supported by a technology interface designed to promote data use. Findings from this study add to the research literature on assessment and data use by articulating the necessary knowledge and supports teachers in new autonomous schools need to develop and formatively use student assessment data.
    Journal of Educational Change 05/2014; 15(2). DOI:10.1007/s10833-013-9219-4