Educational change as a field of study provides an academic venue to explore and assess the history of efforts and current attempts to improve public education at the national and international levels. Whether at the school, district, state, nation, student, or teacher level, researching the change processes is the central task of the field. This article describes the growth and scholarly emphases of educational change as a field of study. Educational change can be best described by noting its development in three movements, namely: foundational and transitional stages and future directions. The foundational stage covers its origins, boundaries, processes, and tensions. The transitional periods highlights theories of change, systemic change, levels of change and teaching, learning and change. Future directions reveals continuities and possibilities. This is not an exhaustive review of the field of educational change but a brief, selective, and suggestive survey of some of its most fundamental past and present issues and voices.