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2 references
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- Vol 6 PE: App E
- Vol 6 RE: Chapters 1, 2, 3, 9, 11, 12, App D, App E
educational changeimplementation processeschange capacityprofessional learningorganisational culturesystems thinkingreform coherencelocal adaptationBook Evidence summaryAt a glance
Fullan analyses educational change as a complex social process rather than a technical event produced by adopting a programme or issuing a policy. Reform succeeds or fails through what change means to teachers, students, leaders, families, districts, and governments, and through the interaction of need, clarity, complexity, quality, capacity, and local conditions.
Key ideas
Implementation is developmental and nonlinear: participants must understand new purposes and practices, build skills, test ideas, receive support, and adapt while maintaining coherence. Mandates can initiate movement but cannot create commitment or capability by themselves. Professional learning, relationships, leadership, organisational culture, and feedback from results are therefore central. Fullan also warns against fragmented innovations, superficial compliance, and dependence on charismatic individuals.
Why it matters
Sustainable improvement combines direction with local learning, pressure with support, and individual agency with coordinated system action. The book’s broad synthesis offers a framework for diagnosing reform, not a guaranteed sequence; strategies must be interpreted in relation to context, evidence, equity, and the actual experiences of learners and practitioners.
View or buy the cited work >>Read a similar article free online >>
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- Vol 2 RE: Chapter 13
educational changeimplementation processeschange capacityprofessional learningorganisational culturesystems thinkingreform coherencelocal adaptationBook Evidence summaryAt a glance
Fullan analyses educational change as a complex social process rather than a technical event produced by adopting a programme or issuing a policy. Reform succeeds or fails through what change means to teachers, students, leaders, families, districts, and governments, and through the interaction of need, clarity, complexity, quality, capacity, and local conditions.
Key ideas
Implementation is developmental and nonlinear: participants must understand new purposes and practices, build skills, test ideas, receive support, and adapt while maintaining coherence. Mandates can initiate movement but cannot create commitment or capability by themselves. Professional learning, relationships, leadership, organisational culture, and feedback from results are therefore central. Fullan also warns against fragmented innovations, superficial compliance, and dependence on charismatic individuals.
Why it matters
Sustainable improvement combines direction with local learning, pressure with support, and individual agency with coordinated system action. The book’s broad synthesis offers a framework for diagnosing reform, not a guaranteed sequence; strategies must be interpreted in relation to context, evidence, equity, and the actual experiences of learners and practitioners.
View or buy the cited work >>Read a similar article free online >>
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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