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A force for school improvement - Michael Fullan

Michael FullanC e n t r e f o r S t r a t e g i c E d u c a t i o n S e m i n a r S e r i e s P a p e r N o . 1 5 7 , N o v e m b e r 2 0 0 6 Introduction 3 Section 1: Flawed change Theories 4 Section 2: Theories of Action with Merit 8 Section 3: Prospects for future use of change knowledge 13 References 14 change theoryA force for school improvementISBN 1 920963 35 9 Copyright Centre for Strategic Education, Victoria, 2006 The Centre for Strategic Education* welcomes usage of this publication within the restraints imposed by the Copyright Act.

Change theory or change knowledge can be very powerful in informing education reform strategies and, in turn, getting results – but only in the hands (and minds, and hearts) of people who have a deep knowledge of the dynamics of how the factors in question operate to get particular results. Ever since Chris Argyris made the distinction between

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