Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Technology, Multimedia, and Qualitative Research in Education, References, Fullan

Kansas State University

Publications

Michael Fullan

Author(s): Fullan, Michael; And Others
Title: The Learning Consortium: A School-University Partnership Program. An Introduction.
Journal: School Effectiveness and School Improvement; v6 n3 p187 91 1995
Year: 1995
Abstract:

The Learning Consortium, a multiyear partnership among four large school districts and two higher education institutions, has been working on a new design to integrate teacher development and school development in the service of continuous educational improvement. Since 1988, the Consortium has undertaken various initiatives and programs that are discussed in this special section. (MLH)
Document Number: EJ513414

Author(s): Fullan, Michael
Title: Change Forces: Probing the Depths of Educational Reform. School Development and the Management of Change Series: 10.
Year: 1994
Abstract:

Debunking popular reform efforts, this book argues that education reformers are fighting a fruitless uphill battle. Neither top-down regulation nor locally based reforms will transform schooling. The insurmountable problem is juxtaposing a continuous change theme with a continuous, conservative system that defies change. In partnership with all community agencies, educators must initiate the creation of learning societies as part of a larger social agenda. Following an introductory chapter, chapter 2 discusses the essential partnership of moral purpose with change agentry. Chapter 3 treats the complexity of the change process, identifying eight basic lessons of a new change paradigm: (1) you can't mandate or force change; (2) change is a journey, not a blueprint; (3) problems are our friends; (4) vision and strategic planning come later; (5) individualism and collectivism must have equal power; (6) neither centralization nor decentralization works by itself; (7) connections with the wider environment is critical for success; and (8) every person is a change agent. Chapters 4 and 5 discuss the school as a learning organization and the two-way relationship between a learning organization and its environment. Chapter 6 argues that continuous teacher education is essential to produce moral change agents. The final chapter treats the productive individual's role in shaping and checking schooling and other social institutions. Contains 168 references and a subject index. (MLH)
Document Number: ED373391

Author(s): Fullan, Michael G.
Title: Why Teachers Must Become Change Agents.
Journal: Educational Leadership; v50 n6 p12 7 Mar 1993
Year: 1993
Abstract:

Moral purpose keeps teachers close to children's needs; change agentry causes them to develop better strategies for accomplishing their moral goals. Core capacities for building greater change capacity are personal vision-building, inquiry, mastery, and collaboration. Education faculties must redesign their programs to focus directly on developing beginner's knowledge base for effective teaching and for changing the conditions affecting teaching. (MLH)
Document Number: EJ459419

Author(s): Fullan, Michael G.; Miles, Matthew B.
Title: Getting Reform Right: What Works and What Doesn't.
Journal: Phi Delta Kappan; v73 n10 p744 52 Jun 1992
Year: 1992
Abstract:

Instead of developing a new strategy for each reform wave, educators must learn how to foster continuous improvement. Reforms often fail because of faulty maps of change, complex problems, overreliance on symbols, superficial solutions, misunderstood resistance, attrition, and misuse of knowledge. Success means recognizing change as a systemic, resource-hungry, locally inspired journey into uncertainty and complex problem solving. (22 references)
Document Number: EJ445727

Author(s): Fullan, Michael G.
Title: Successful School Improvement: The Implementation Perspective and Beyond. Modern Educational Thought.
Year: 1992
Abstract:

One of the main reasons why educational change often fails is the neglect of implementation. This book presents a summary of what has been learned during the past decades about implementing successful school improvement. Chapter 1 provides an overview of this knowledge, identifying factors and processes associated with success, and pointing to courses of action. Chapter 2 investigates the implementation issues involved in the use of microcomputers in classrooms. The third chapter shifts attention to the school district in a case study of a district model for systematic curriculum implementation. The pivotal role played by the principal as a leader of institutional development and reform is examined in the fourth chapter. Chapter 5 clarifies the role of staff development and innovation, linking staff development with fundamental school improvement. The final chapter takes up the issue of how teacher development, school development, and implementation are interrelated. It examines some of the limitations of the concept of implementation and discusses more basic issues of teacher and institutional development necessary to lasting school improvement. Two tables and two figures are included. (Contains 100 references and an index). (LMI)
Document Number: ED377593

Author(s): Fullan, Michael G.
Title: Visions That Blind.
Journal: Educational Leadership; v49 n5 p19 22 Feb 1992
Year: 1992
Abstract:

Overattachment to particular innovations or overreliance on a charismatic leader can restrict consideration of alternatives and produce short-term gains or superficial solutions. To encourage lasting school improvement, principals should build collaborative cultures instead of imposing their own visions or change agendas. A sidebar illustrates a Toronto (Ontario) elementary school's collaborative work culture. (six references) (MLH)
Document Number: EJ439278

Author(s): Hargreaves, Andy, Ed.; Fullan, Michael G., Ed.
Title: Understanding Teacher Development.
Year: 1992
Abstract:

The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11 additional chapters as follows: (2) "You Don't Have To Be a Teacher to Teach This Unit: Teaching, Technology and Control in the Classroom" (Michael W. Apple and Susan Jungck); (3) "Teacher Development and Gender Equity" (Heather-jane Robertson); (4) "Helping Teachers Develop" (Philip W. Jackson); (5) "Teachers as Designers in Self-directed Professional Development" (Christopher M. Clark); (6) "Classroom-based Teacher Development" (Dennis Thiessen); (7) "Sponsoring the Teacher's Voice: Teachers' Lives and Teacher Development (Ivor F. Goodson); (8) "Teacher Development and Instructional Mastery" (Michael Huberman); (9) "Contexts for Teacher Development: Insights from Teachers' Stories" (Danielle Raymond, Richard Butt, and David Townsend); (10) "Facilitating Teacher Self-development: Reflections on Experience" (Antoinette Obert and Susan Underwood); (11) "Understanding Reflection through Collaborative Research" (William Louden); and (12) "Cultures of Teaching: A Focus for Change." (Andy Hargreaves). (LL)
Document Number: ED369784

Author(s): Stager, Mary; Fullan, Michael G.
Title: Teacher Purpose and Educational Change: Moving toward a Broader Agenda.
Year: 1992
Abstract:

Findings of a case study that examined teacher perceptions of the implementation of a destreaming program, the "Transition Years," in a secondary school in Ontario (Canada) are presented in this paper. Interviews were conducted with the principal, vice principal, and 11 teachers in the school, which was engaged in restructuring its middle grades. Findings indicate that most teachers supported the program, although for various reasons. Program outcomes were influenced by several factors--the social context, leadership and expertise, moral purpose, and change agentry. A new concept of the teacher's role is proposed, which links moral purpose and change agentry for affecting real social change. (Contains 12 references.) (LMI)
Document Number: ED348767

Author(s): Fullan, Michael G.; Stiegelbauer, Suzanne
Title: The New Meaning of Educational Change. Second Edition.
Year: 1991
Abstract:

The issue of central interest in this book is not how many new policies have been approved or how many restructuring efforts are being undertaken, but rather what has actually changed in practice--if anything--as a result of change efforts. The book is divided into three main parts. Part 1, "Understanding Educational Change," provides an overview of the sources, processes, and outcomes of change, and the implications for dealing with change. The six chapters are entitled: (1) "The Purpose and Plan of the Book"; (2) "Sources of Educational Change"; (3) "The Meaning of Educational Change"; (4) "The Causes and Processes of Initiation"; (5) "Causes/Processes of Implementation and Continuation"; and (6) "Planning, Doing, and Coping with Change." Part 2, "Educational Change at the Local Level," contains six chapters on each of the main roles at the local level, examining the day-to-day situations people face and how change is part of these daily realities. They are entitled: (1) "The Teacher"; (2) "The Principal"; (3) "The Student"; (4) "The District Administrator"; (5) "The Consultant"; and (6) "The Parent and the Community." In Part 3, "Educational Change at the Regional and National Levels," the book returns to the larger scene. Four chapters are entitled: (1) "Governments"; (2) "Professional Preparation of Teachers"; (3) "Professional Development of Educators"; and (4) "The Future of Educational Change." (Contains 417 references.) (RR)
Document Number: ED354588

Author(s): Fullan, Michael G.; Hargreaves, Andy
Title: What's Worth Fighting For? Working Together for Your School.
Year: 1991
Abstract:

Two challenges that face educators--developing interactive professionalism in the schools, and facilitating teachers and principals as change agents--are examined in this book. Chapter 1 examines the following problem areas in educational change: overload; isolation; "groupthink"; untapped competence; narrow roles; and failed reform. A holistic understanding of the teacher is presented in the second chapter, and the social and working conditions of "total schools" are discussed in chapter 3. The paradox of individuality and collegiality is examined, showing how they can be reconciled in order to improve schools. Chapter 4 offers action guidelines for teachers, principals, and educators. Successful reform is based on improving teachers and school working conditions, which in turn leads to student improvement. (82 references) (LMI)
Document Number: ED342128

Author(s): Fullan, Michael G.; And Others
Title: Linking Classroom and School Improvement.
Journal: Educational Leadership; v47 n8 p13 5, 17 9 May 1990
Year: 1990
Abstract:

A Learning Consortium formed by 4 school districts and 2 higher education institutions in the Toronto area brings together teachers, administrators, and professors in a collegial partnership that focuses on educators' sustained professional development. In a "living laboratory" environment, the group works to link classroom and school improvement. Includes 17 references. (MLH)
Document Number: EJ410202

Author(s): Fullan, Michael G.; And Others
Title: Teacher Education in Ontario: Current Practice and Options for the Future.
Year: 1990
Abstract:

The first chapter of this report describes the events that led up to the report and the methodology used. Main pressures for educational reform in teacher education are identified both internationally and in Ontario. Chapter 2 offers a brief history of preservice teacher education as background to a description of present teacher education in Ontario, and presents a preliminary analysis of the major issues. Chapter 3 sets out a perspective for thinking about teacher education. The report's emphasis on inservice education is captured in a section on the importance and characteristics of schools as places of professional development. The final chapter sets forth proposals for change and provides an assessment of each recommendation made. A bibliography is appended and four charts, two figures, and four tables are included. (JD)
Document Number: ED319697

Author(s): Poole, Marybeth G.; Okeafor, Karen R.
Title: The Effects of Teacher Efficacy and Interactions among Educators on Curriculum Implementation.
Journal: Journal of Curriculum and Supervision; v4 n2 p146 61 Win 1989
Year: 1989
Abstract:

This study examines whether three school-level factors identified in Fullan's theory of educational change would affect implementation levels in a curriculum change process. Effects of task-relevant interactions among teachers and between teachers and administrators were analyzed, along with teachers' sense of efficiency. (TE)
Document Number: EJ383813

Author(s): Fullan, Michael G.
Title: What's Worth Fighting for in the Principalship? Strategies for Taking Charge in the Elementary School Principalship.
Year: 1988
Abstract:

The premise of this book about the new role of the principalship is that the educational system fosters principals' dependency. Effective school administration is based on empowerment and collaboration. This book examines the problem of dependency and how to overcome it. Section 1 describes the nonrational world of the principal, challenges to the principalship, and changes in the principal's role. Conservative practices that limit principals' success and reinforce dependency are identified. The theme of the second section, "New Conceptions of the Principalship," is that the present system is not working. Essential concepts and qualities of the new principal are outlined. Action guidelines for three parts of the problem are offered in section 3: (1) advice to incumbent principals on "what's worth fighting for"; (2) suggestions for school boards and system administrators; and (3) ideas for fostering the central role of perpetual learning. (38 references) (LMI)
Document Number: ED342127

Author(s): Fullan, Michael G.; Newton, Earle E.
Title: School Principals and Change Processes in the Secondary School.
Journal: Canadian Journal of Education; v13 n3 p404 22 Sum 1988
Year: 1988
Abstract:

Case studies of three urban high-school principals provide insights into events that affected the adoption and implementation of the 4MAT system of classroom instruction for two years. The principals' roles as managers, strategies for involvement, sources of pressure and support, and roles of teachers and district personnel are emphasized. (TJH)
Document Number: EJ396071

Author(s): Fullan, Michael G.; And Others
Title: The Supervisory Officer in Ontario. Current Practice and Recommendations for the Future.
Year: 1987
Abstract:

This report summarizes a two-year study of supervisory officers in Ontario. The research focused on what supervisory officers do, what skills they need, how they are prepared and selected, and how they experience the job in terms of satisfaction and effectiveness. A stratified sample of 25 boards and 4 ministry offices was selected for indepth study, with data gathered through interviews and analysis of pertinent documents. In school boards, five role types were identified: directors, business supervisory officers, central supervisory officers, area superintendents, and combined roles. In the ministry, the role types were regional office, provincial office general supervisory, and provincial office specific assignment. A matrix of action and content showed supervisory officer tasks falling into various action groupings (such as review/evaluation, problem solving, and coordination) and content groupings (such as curriculum, personnel, and finance). In spite of contextual differences, the core actions and skills were found to be relatively constant, and systematic training for the supervisory role was found to be lacking. The study therefore concluded that major changes are needed in the preparation, experience, working conditions, and professional development of supervisory officers. In the final chapter, the researchers provide recommendations for reform, directed at governance, certification (licensing), preparation, and professional development. Proposals include the establishment of a new independent body to develop and coordinate licensing, preparation, internship, and professional development for supervisory officers in Ontario. (Author/TE)
Document Number: ED290228

Author(s): Fullan, Michael G.; And Others
Title: Support Systems for Implementing Curriculum in School Boards.
Year: 1986
Abstract:

Four school boards in Ontario, Canada, were selected for intensive case studies to examine the models, policies, procedures, and practices used to stimulate, support, coordinate, and assess the effectiveness of curriculum changes within their jurisdictions. The data collection consisted of (1) documents such as organizational charts, implementation models, job descriptions, task force and other reports; (2) interviews conducted with 32 supervisory officers, 37 curriculum consultants, 16 principals, and 32 teachers; and (3) questionnaires completed by 59 consultants. The report provides descriptions of the four models, examination of the models as practiced, identification of factors facilitating and inhibiting implementation of the models, a more focused examination at the school level of a specific curriculum innovation selected by each board, and an assessment of the effectiveness and outcomes of the models. The report concludes with an analysis of planned change in perspective by considering the recent literature on the role of school systems in change, by reviewing current trends and practices in Ontario, and by formulating a number of lessons and recommendations for developing more effective models, practices, and procedures for planning and implementing curriculum improvements. The report contains 8 figures and 16 tables, and a 29-item bibliography is appended. (MLF)
Document Number: ED276110

Author(s): Fullan, Michael
Title: Change Processes and Strategies at the Local Level.
Journal: Elementary School Journal; v85 n3 p391 421 Jan 1985
Year: 1985
Abstract:

Considers change processes at the school-building level in order to formulate a number of locally based strategies (at the school and district levels) to improve schools and classrooms. Suggests change strategy implications arising from the effective schools research. (RH)
Document Number: EJ315744

Author(s): Fullan, Michael
Title: Evaluating Program Implementation: What Can Be Learned from Follow Through.
Journal: Curriculum Inquiry; v13 n2 p215 27 Sum 1983
Year: 1983
Abstract:

A review of recent studies shows that although significant advances have been made in assessing the degree of implementation of Project Follow Through (a developmental/experimental project), evaluations have not systematically accounted for implementation data. Such data measure the contextual and strategic influences on implementation and would show the degree of program change. (JW)
Document Number: EJ283804

Author(s): Fullan, Michael
Title: Change Processes and Strategies at the Local Level.
Year: 1983
Abstract:

Change processes at the school building level are considered in order to formulate a number of locally based strategies, derived from research, for significantly improving schools and classrooms. Part I of the three-part analysis examines, through illustration, what is known about successful change processes at the school and classroom levels. Four particularly revealing studies are reviewed: (1) Huberman's case study of the ECRI reading program, (2) Stallings's program on improving the teaching of reading in secondary school classrooms, (3) Showers' work on the transfer of training, and (4) Little's research on school norms and school success. Part II is a discussion of limitations in our knowledge of how to bring about change and of the limits in moving from knowledge to strategies for implementation. Part III considers strategies and ideas that might be employed by local personnel in accomplishing school-level improvements: (1) developing a plan, (2) clarifying and developing the role of central staff, (3) selecting innovations at schools, (4) clarifying and developing the role of principals, (5) stressing staff development and technical assistance, (6) ensuring information gathering and use, (7) planning for continuation and spread, and (8) reviewing capacity for future change. (TE)
Document Number: ED245358

Author(s): Fullan, Michael
Title: Implementing Educational Change: Progress at Last.
Year: 1982
Abstract:

In an examination of the implementation of educational change, a discussion is presented on the purpose, meaning, and context of change. Consideration is given to the value of change, its benefits and feasibility, and the capacity for implementation. In the second section of the paper, 14 factors related to the implementation of change in schools are summarized, and corresponding research on these factors is cited. In discussing the characteristics of the change itself, the factors of need, clarity, complexity, quality, and practicality are examined. Six factors influencing the characteristics of change at the school district level are discussed: (1) the district's history of innovative attempts; (2) the adoption process; (3) district administrative support; (4) staff development and participation; (5) time-line and information systems; and (6) community characteristics. In discussing the school level factors relating to change, the role of the principal, teacher-teacher relationships, and teacher characteristics and orientations are singled out as factors for consideration. The last set of factors are considered under the label of assistance external to the school district. Six types of outcomes of change are identified: (1) degree of organizational change; (2) scope of implementation; (3) incorporation of the product; (4) incorporation of a problem-solving process; (5) problem resolution; and (6) personal impacts. The final section of the paper addresses implications, unresolved issues, and the question of deriving practical lessons for integrating the theory and practice of educational change. (JD)
Document Number: ED221540

Author(s): Fullan, Michael
Title: The Meaning of Educational Change.
Year: 1982
Abstract:

This book is concerned with educational change affecting elementary and secondary schools in the United States and Canada. A wide range of innovative programs are discussed as examples of the practical meaning of change, including projects involving various curriculum areas, microcomputers, career education, open-concept schools, desegregation, special education, Head Start and Follow Through programs, and locally initiated change as well as changes sponsored at the provincial, state, or national levels. The book is divided into three main parts. Part I, "Understanding Educational Change," provides an overall framework for thinking about and implementing educational change. The six chapters in Part II focus on how change affects people in schools: teachers, principals, students, district administrators, consultants, and parents and community. The roles of the participants in change stategies are examined, and guidelines are suggested. The focus of the chapters in Part III is on federal, state, and provincial policies and agencies, the training of teachers and administrators, and the problem of change in the context of educational trends and expectations. An appendix supplies a bibliography and brief descriptions of 15 selected innovative programs and research studies in the United States. (FG)
Document Number: ED218247

Author(s): Fullan, Michael; And Others
Title: Organization Development in Schools: The State of the Art.
Year: 1981
Abstract:

Summarizing the full report of a study by the same title that originally appeared in five volumes, this document is divided into four sections. Section I critiques and clarifies the values, goals, and assumptions of Organization Development (OD), a change strategy for organizational self-development and renewal adapted from business settings and used in schools over the past 15 years. In section II, the authors identify and analyze the various models of OD in practice, including conditions and strategies affecting its initiation, implementation, and continuation. Organized like section II around two main categories--empirical case studies in school districts and overviews and comparative reviews of the field of OD--section III assesses the impact or outcomes of OD on achievement, productivity, and attitudes. The document's final section examines OD's future and suggests policy implications for educational agencies at local school district, intermediate unit, university, state/provincial department of education, and federal education agency levels. Extensive references are included. (JBM)
Document Number: ED243223

Author(s): Fullan, Michael; And Others
Title: Organization Development in Schools: The State of the Art.
Journal: Review of Educational Research; v50 n1 p121 83 Spr 1980
Year: 1980
Abstract:

Four aspects of organizational development (OD) strategies, which have been used in schools over the past 15 years, are reviewed: values, goals, and assumptions; models and operating characteristics; impact on achievement, productivity, and attitudes; and the future use of OD in schools. (Author/RD)
Document Number: EJ224599

Author(s): Fullan, Michael
Title: The Role of Human Agents Internal to School Districts in Knowledge Utilization.
Year: 1980
Abstract:

This literature review highlights the large amount of research needed on the role of educators within school districts in planned educational change and knowledge utilization. After first defining knowledge utilization as the use of information (from research or practice) in educational products or ideas, the author identifies three factors affecting knowledge utilization, including the nature of the information (such as its relevance or quality), the approach used to promote the change, and the organizational, individual, and structural characteristics of the setting in which knowledge utilization takes place. These factors are kept in mind as the author reviews the research on (1) teachers as individual or group knowledge users and as agents of change; (2) principals as knowledge processors and users and as agents of knowledge utilization; (3) district specialists and consultants as important sources of knowledge utilization; and (4) district superintendents as initiators or facilitators of change. The author concludes that much research is needed both on the everyday roles and activities these four groups perform in knowledge utilization and educational change, and on those characteristics of the settings which are important for each group's utilization of knowledge. (RW)
Document Number: ED203459

Author(s): Fullan, Michael; And Others
Title: OD in Schools: The State of the Art. Vol. IV: Case Studies. Final Report.
Year: 1978
Abstract:

This volume, the fourth of a five-volume series, contains three onsite case studies of organization development (OD) selected from a sample of 76 school districts. The purpose of the case studies was to analyze in detail different types of OD programs and their use. Each case study represents a different OD focus: case study A involves a survey feedback and professional development approach, case study B combines a management by objective focus, and case study C is curriculum-based. From 13 to 21 interviews were conducted with OD coordinators, central administrators, board members, principals, teachers, and change agents. Questions covered description of the OD program, perceptions of the main goals, reasons for success and failure, role of internal and external change agents, consequences and impact of the program, and the future of OD in the district. Some of the findings suggest the need for a reasonably stable district environment, a close linkage between an internal OD specialist and a top manager, a clear image of the program, and a longer time-line for institutionalization. (Author/LD)
Document Number: ED168219

Author(s): Fullan, Michael; And Others
Title: OD in Schools: The State of the Art. Vol. II: Review of Research on OD. Final Report.
Year: 1978
Abstract:

The purpose of this document, the second of a five-volume series, was to analyze the various reviews of organizational development (OD) in general, and case studies of school districts in particular, in order to synthesize information about OD as it applies to schools. The review is organized into four main categories: (1) values, themes, and goals of OD; (2) operating characteristics; (3) outcomes; and (4) the future. The volume closes with a bibliography containing some 70 sources. (Author/LD)
Document Number: ED168217

Author(s): Fullan, Michael; And Others
Title: OD in Schools: The State of the Art. Vol. I: Introduction and Executive Summary.
Year: 1978
Abstract:

This document, volume 1, summarizes the main findings and conclusions of a comprehensive assessment of the state of knowledge of Organization Development (OD) in education and the nature and extent of use of OD in school districts in the United States and Canada. The study is divided into five separate volumes. Volume 2 assesses the state of knowledge of OD in the research literature by reviewing over 50 recent sources. Volume 3 consists of two empirical studies of OD in school systems. The first study involved identifying and gathering questionnaire data on over 300 OD consultants in education in the United States and Canada. Detailed information by questionnaire and telephone was collected from a final sample of 76 districts. Volume 4 contains three onsite case studies selected from the sample of 76. Volume 5 summarizes the main results of the project as a whole and makes recommendations for how and if OD should be used and about the future of OD in schools. (Author/MLF)
Document Number: ED166837

Author(s): Eastabrook, Glenn; Fullan, Michael
Title: School and Community: Principals and Community Schools in Ontario.
Year: 1978
Abstract:

This report provides a description and analysis of various aspects of the relationship between schools and communities in Ontario, Canada. A survey of 1,023 Ontario elementary and secondary school principals yielded data that provided a general description of the overall role of the principal and that indicated the nature of community involvement and the principal's role in the initiation and maintenance of school-community activities. Part 1 examines principals' attitudes and behaviors in relation to the school and the community, including their perceptions of their roles in community involvement and their preparation for dealing with the community. Part 2 summarizes data on Ontario community schools, including school characteristics, history, organization, staffing, and school-community activities. Part 3 reviews the community school movement and notes implications for school leadership. (Author/DS)
Document Number: ED153328

Author(s): Fullan, Michael; Pomfret, Alan
Title: Research on Curriculum and Instruction Implementation
Journal: Review of Educational Research; v47 n2 p335 97 1977
Year: 1977
Abstract:

The definition of implementation, its potential determinants and evaluation methods are explained by reviewing research on the process of curriculum and organizational implementation in the schools. (Author/MV)
Document Number: EJ166914

Author(s): Fullan, Michael; Eastabrook, Glenn
Title: The Process of Educational Change at the School Level: Deriving Action Implications from Questionnaire Data.
Year: 1973
Abstract:

Despite massive inputs of resources during the last 15 years, and despite numerous "adoptions" of educational innovations, very little significant change has occurred at the school level corresponding to the intended consequences of these innovations. The modal process of change has been characterized by a pattern whereby innovations are developed external to schools and then transmitted to them on a relatively universalistic basis. Instead of innovations being viewed as part of a universe of means, schools are viewed as part of a universe of adopters. This paper is based on a large scale research project involving students, parents, and teachers in 46 Ontario elementary and secondary schools. This study was conducted in order to facilitate students, parents, and teacher understanding of their roles in the educational change process at the school level by gathering, feeding back, and helping to derive action implications of data on the roles and role relationship of these groups and the nature of their involvement in the school. (Author/DEP)
Document Number: ED109144

Author(s): Fullan, Michael
Title: Overview of the Innovative Process and User
Journal: Interchange; v3 n2 p31 46 1972
Year: 1972
Document Number: EJ067909

Author(s): Fullan, Michael; And Others
Title: Thornlea: A Case Study of an Innovative Secondary School. Profiles in Practical Education No. 6.
Year: 1972
Abstract:

This study focuses on Thornlea Secondary School's social relationships and the way in which they affect the implementation of innovation. The study is largely descriptive and utilizes taped interviews of students, teachers, administrators, and citizens of the community as the primary source of information. The study's concern about innovativeness centers on both the frequency of innovation and the quality of specific innovations. One chapter provides the background and traces the events that led to the establishment of the school, and another chapter discusses the problems associated with the objectives of the various groups in the school. Two other chapters analyze the administrative and social structure of the school and describe various specific innovative practices that have been adopted. In the final chapter, the main implications and conclusions of the study are identified. A descriptive overview, issued by Thornlea for parents and prospective students, is reproduced in the appendix. (Author/DN)
Document Number: ED067753

Author(s): Fullan, Michael; Loubser, Jan J.
Title: Education and Adaptive Capacity
Journal: Sociology of Education; v45 n3 p271 87 1972
Year: 1972
Abstract:

Defining adaptive capacity as the ability of an organism or a social system to cope with a wide range of environmental conditions, physical or social, the auth rs examine the relationship between education and each of the components of individual adaptive capacity. (JB)
Document Number: EJ062694

Author(s): Fullan, Michael
Title: Education and Adaptive Capacity.
Year: 1970
Abstract:

The role of education in social change increases as more emphasis is put on planned change. One major aspect of this emphasis is the role of education as a change agent. Using a sample of 2,500 Canadian industrial workers, this presentation examines the relationship between amount and type of education, and types of general or work-related orientations to change. The influence of education was sorted out from other social class components by focusing on a population relatively homogeneous in social characteristics -- manual workers from only six different industries. The propositions tested are that education is positively related to social change orientation and that education is negatively related to the acceptance of social change costs. (Author)
Document Number: ED042261