Third International Handbook of Educational Change, m. 2 Buch

This handbook reflects and represents the established and expanding knowledge base in the field of educational change as embodied in publishing outlets like Springer's Journal of Educational Change, the AERA Educational Change Special Interest Group, AERA's Division K: Teaching and Teacher Education, the British Educational Leadership and Management Association, and the International Congress of School Effectiveness and Improvement. The work captures the changing and more inclusive and critical nature of the field. This involves responding to calls for traditionally marginalised and minoritized groups, regions and issues to be centred and uplifted in the field and in practice.

The Handbook includes classic, contemporary, and cutting-edge contributions to the field of educational change. It offers rigorous scholarly work written in a style that is accessible to researchers, academics, educational leaders, and policymakers who are drawn to evidence-based and theoretically informed approaches. Contents are inclusive in authorship and focus, representative of different fields such as leadership, teacher education, policy, curriculum, pedagogy, equity, and diversity, inclusive of diverse and sometimes competing perspectives, and attentive to international range and scope of contribution.

This is a time when there is turnover of generations in the field of educational change, with many of the founders now having passed away or holding senior Emeritus status. It is a time of emerging scholarship among mid-career academics and evolving research among new generations of graduate students that call for familiarity with established canons of educational change, and a growing field of intellectual, cultural, and global diversity. This Third handbook is written at this generational tipping point in the academic field, at a time when global knowledge and understanding of educational change is more accessible and abundant, and in a moment of great controversy regarding future directions of educational change in relation to a rapidly changing world.

Brings an international, research-based and policy-relevant perspective to the field Captures the changing and more inclusive and critical nature of educational change Responds to calls for traditionally marginalised and minoritized groups, regions and issues

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Professor A. Lin Goodwin () is the Thomas More Brennan Endowed Professor of Education at the Lynch School of Education and Human Development, Boston College. Previously, she was Dean of the Faculty/School of Education at the University of Hong Kong (20172022) and Vice Dean at Teachers College, Columbia University (20112017), where she also held the Edward Evenden Professorship in Education. Professor Goodwin served as AERAVice PresidentDivision K: Teaching and Teacher Education, 20132016. An internationally renowned teacher education scholar, her research examines teacher/teacher educator beliefs, identities and development; equitable education and powerful teaching for immigrant and minority youth; international teacher education practice and policy; and the experiences of Asians and Asian Americans in U.S. schools. She is an AERA Fellow and the recipient of Division K's 2023 Legacy Award for her significant and exemplary contributions to the field of teaching and teacher education. She is an elected member of the National Academy of Education. She began her career as a secondary special education teacher.

Andy Hargreaves holds professorial positions at Boston College and the University of Ottawa (Canada). He is an elected member of the US National Academy of Education, former President of the International Congress of School Effectiveness and Improvement (20182020), and adviser to the First Minister of Scotland and the Minister of Education for New Brunswick. Andy is Co-founder and President of the ARC Education Collaboratory. Andy has authored or edited 40 books and has 10 Outstanding Book Awards. He has delivered invited addresses in more than 50 countries, 47 US states, and all Australian and Canadian states and provinces. He has been honored in Canada, the US, and the UK for services to public education and educational research and has been ranked by Education Week (US) among the top 20 scholars with the most influence on US education policy debate.

Victoria Showunmi is a professor of interdisciplinary studies in gender, race and identity, University College London, UK, in the Faculty of Institute of Education. Her research interests are gender, identity, race, and class through the lens of intersectionality, focusing on identity and leadership and the lived experience of Black women and girls. She is Associate Editor for BERA, GWO, and JLE journals. Her work develops fresh conceptual frameworks focusing on equity and social justice, especially the interplay between people and the sophistication of behaviors, which lead to disengagement with the promotion of equality. Her work shows how culture and cultural background have the potential to disrupt power structures and lead to transformational change. She has an international profile based on the dissemination of her research through publication and teaching. Her experience as an international scholar includes collaborative teaching, research and publications with colleagues (USA, Africa, Brazil, Pakistan, and Europe); European COST Action -Gender Voices Early researchers, FIERCE Advisory Board and DAAD Scholarship Awards. Recent publications include Showunmi and Tomlin (2022) Understanding and Managing Sophisticated and Everyday Racism: Implications for Education and Work, and Showunmi et al. (Eds.) (2022) The Bloomsbury Handbook of Gender and Educational Leadership and Management. She is an executive member of the Gender and Education Association (GEA), Conference Chair for British Educational Leadership Management and Administration Society, and Chair of the International studies SIG.

Corrie Stone-Johnson is a professor of educational administration at University at Buffalo, USA, and the co-editor-in-chief of the Journal of Educational Change. Previously, she was the associate editor of the journal Leadership and Policy in Schools published by Taylor and Francis. Her research in educational change and leadership examines the social and cultural aspects of change, highlighting the ways in which people interact to foster or impede reform in a context of accountability. She is particularly concerned with understanding the social contexts and organizational cultures within which teachers, leaders, and school support staff experience change. She is the author of the book Generational Identity, Educational Change, and School Leadership published in 2016 and the upcoming book The Transformation of Education: Parental Activism, White Christian Nationalism, and a Democracy at Risk with Lea Hubbard (SUNY Press). She holds degrees from Boston College Lynch School, Teachers College Columbia University, and Tufts University.

Jennie Weiner is the chair and professor of educational leadership at the University of Connecticut, USA, and the co-editor-in-chief of the Journal of Educational Change. Her scholarship focuses on issues of leadership and organizational change, including the impact of gender and racial discrimination in educational leadership. She is affiliated with UConn's Center for Education Policy Analysis, Research, and Evaluation and previously serves as the co-director of the school's EdD program. Her scholarship focuses on issues of educational leadership and organizational change, including teacher leadership and capacity building the impact of gender and racial discrimination in educational leadership. She appears as an expert on issues of women, leadership, and care work for a variety of events and on media outlets, such as Good Morning America and NPR, as well as on a variety of podcasts and is the co-author of the book *Educa…