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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.

INFORMS is the leading international association for professionals in analytics and operations research (O.R.). For more information about INFORMS, analytics, and operations research visit www.informs.org, or follow us @informs. INFORMS Strategic Plan: https://www.informs.org/About-INFORMS/Governance/INFORMS-Strategic-Plan This group is governed by INFORMS Code of Conduct, which can be found here: https://www.informs.org/About-INFORMS/Governance/INFORMS-Code-of-Conduct