Osnat Fellus is a PhD Candidate at the Faculty of Education, University of Ottawa. Her PhD work focuses on learning and teaching with a specific concentration in theories of identity in mathematics education. Dr. Helen Janc Malone is Director of Education Policy & Institutional Advancement and is National Director of the Education Policy Fellowship Program at the Institute for Educational Leadership. She is also an Adjunct Professorial Lecturer at American University.
This Lead the Change issue captures a qualitative analysis of the first 70 issues of the series. These findings were presented at AERA 2017 in the Educational Change SIG symposium. Malone and Fellus offer a reflective notion of the series’ potential as a site for considering and reflecting on educational change:
One venue for engaging in conversation about educational change has been the Lead the Change Series (Educational Change SIG, 2011-present). The Series features both established and emerging educational change experts from around the globe who have engaged in groundbreaking scholarship. The Series serves to offer an opportunity to identify common challenges across contexts, to highlight promising research, to offer insight on small- and largescale educational change, and to spark collaboration across the educational change community.
This Lead the Change report, unlike the majority of issues, provides a broad overview of the series and reflects on its ongoing work. It explores many previous interviews, but also points to future trajectories for the series.
Change Series (Educational Change SIG, 2011-present). The Series features both established and emerging educational change experts from around the globe who have engaged in groundbreaking scholarship. The Series serves to offer an opportunity to identify common challenges across contexts, to highlight promising research, to offer insight on small- and largescale educational change, and to spark collaboration across the educational change community.
This Lead the Change report, unlike the majority of issues, provides a broad overview of the series and reflects on its ongoing work. It explores many previous interviews, but also points to future trajectories for the series.
International Education News 