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The Journal of Educational Change publishes important ideas and evidence of educational change. It investigates how men and women, older and younger teachers, students, parents, and others experience change. It also examines the social, economic, cultural, and political forces driving educational change. While presenting the positive aspects of change, the journal raises many challenging questions about educational change as well. Contributions represent a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy, and administrative and organizational theory. Moreover, the journal draws attention to a broad spectrum of methodologies, including quantitative and qualitative approaches, documentary study, action research, and conceptual development. Key topics include educational innovation, reform and restructuring, school improvement and effectiveness, culture building, inspection, school review, and change management.

PLOS is a nonprofit 501(c)(3) corporation, #C2354500, and is based in California, US.

We're building an open-access platform to bring the world's research online, available to all, for free. We're on a mission to accelerate global research. Based in the vibrant hub of San Francisco and backed by venture support, we have dedicated the past 15 years to building the world's largest online network for the sharing and discovery of academic research. With over 275 million users, and almost half of the world's scholars relying on our platform each month, our product team is crafting innovative solutions that cater to the diverse needs of academics and researchers worldwide.