Michael Fullan

Bio: Michael Fullan is an academic researcher from University of Toronto. The author has contributed to research in topics: Professional development & Primary education. The author has an hindex of 79, co-authored 180 publications receiving 45254 citations. Previous affiliations of Michael Fullan include Ontario Institute for Studies in Education.

The New Meaning of Educational Change

Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

Leading in a Culture of Change

Abstract: Preface. 1. A Remarkable Convergence. 2. Moral Purpose. 3. Understanding Change. 4. Relationships, Relationships, Relationships. 5. Knowledge Building. 6. Coherence-Making. 7. The Hare and the Tortoise. References. Index. About the Author.

Change Forces: Probing the Depths of Educational Reform

Abstract: The Problem and the Potential of Educational Change Moral Purpose and Change Agentry The Complexity of the Change Process The School as a Learning Organization The Learning Organization and Its Environment Teacher Education - Society's Missed Opportunity The Individual and the Learning Society.

The meaning of educational change

Abstract: Michael Fullan's complex, thoughtful monograph compelled me in the sense that I am fascinated by John LeCarre's intricate novels. Fullan treats more dimensions of the problem of educational change than anyone has before in a single-author volume, thoroughly outlining the literature and extracting the core meanings from each topic. He deals with the social and psychological problems of meaning and the realities of innovators, researchers, superintendents, curriculum personnel, principles, and teachers. He deals with the sources of change, the processes of adoption, implementation, and continuation, the problems of planning, and the workplace of the school. He discusses the world of the teacher, administrators, students, consultants, and community members. He explores the structure of national and provincial governments in the United States and Canada and the problem of funding change. He analyzes the initial and continued professional development of teachers, administrators and consultants. Finally, he proceeds to discuss the future problems of educational change. Within each topic he has located the central literature.

The Meaning of Educational Change

Abstract: Michael Fullan's complex, thoughtful monograph compelled me in the sense that I am fascinated by John LeCarre's intricate novels. Fullan treats more dimensions of the problem of educational change than anyone has before in a single-author volume, thoroughly outlining the literature and extracting the core meanings from each topic. He deals with the social and psychological problems of meaning and the realities of innovators, researchers, superintendents, curriculum personnel, principles, and teachers. He deals with the sources of change, the processes of adoption, implementation, and continuation, the problems of planning, and the workplace of the school. He discusses the world of the teacher, administrators, students, consultants, and community members. He explores the structure of national and provincial governments in the United States and Canada and the problem of funding change. He analyzes the initial and continued professional development of teachers, administrators and consultants. Finally, he proceeds to discuss the future problems of educational change. Within each topic he has located the central literature.

The Coding Manual for Qualitative Researchers

Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

Out of the Crisis

Abstract: According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

A nation at risk: the imperative for educational reform

Abstract: released a remarkab le report, A Nation at Risk. This Report has s t imulated in the media considerable discussion about the problems in our schools, speculation about the causes, and ass ignment of blame. Astonishingly, f e w of the media reports have focused on the specific f indings and recommendat ions of the Commission. A lmos t none of the med ia reports tells that the Commission i tsel f re frained f rom speculation on causes and f rom assignment of blame. Because of the extraordinary clarity and importance of the Commission's Report, the editors of the Communica t ions decided to reprint the Report's main section in its entirety. We are p leased to present it to you here.

What Makes Professional Development Effective? Results From a National Sample of Teachers

Abstract: This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Abstract: The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.