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, The AERA Teacher and Teacher Education Division, 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, 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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A. Lin Goodwin ( ) is the Thomas More Brennan Chair of Education at the Lynch School of Education and Human Development, Boston, USA. Prior to joining Boston College, she was Dean of the Faculty (School) of Education at the University of Hong Kong (2017-2022) and Vice Dean at Teachers College, Columbia University (TCCU) in New York (2011-2017), where she also held the Evenden Foundation Chair in Education. Professor Goodwin served as Vice President of the American Educational Research Association (AERA)-Division K: Teaching and Teacher Education (2013-2016), and is a Senior Research Fellow of the Learning Policy Institute. She received the 2022 Spencer Foundation Mentor Award honoring her work with emerging academics and doctoral students. She is the recipient of several multi-million-dollar U.S. federal grants to support TR@TC, an innovative teaching residency program at TCCU that she designed and launched in 2009, a program that has prepared 13 cohorts-and counting-of exceptional teachers for NYC schools.

Andy Hargreaves is Visiting Professor at the University of Ottawa in Canada and Research Professor at Boston College in the USA. He is an elected member of the US National Academy of Education, former President of the International Congress of School Effectiveness and Improvement (2018-2020), former Adviser in Education to the Premier of Ontario (2015-2018), and current adviser to the First Minister of Scotland. Andy is co-founder and president of the ARC Education Collaboratory.  Andy has published more than 30 books and has 8 Outstanding Writing Awards. An exceptional keynote speaker and workshop leader, he has delivered invited addresses in more than 50 countries, 47 US states, and all Australian and Canadian states and provinces. He has been honoured in Canada, the US, and the UK for services to public education and educational research and is ranked by Education Week (US) as the #15 scholar with the most influence on the US education policy debate. 

Victoria Showunmi is an Associate Professor at 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 & leadership and the lived experience of Black women and girls. Her work develops fresh conceptual frameworks focusing on equity and social justice, especially the interplay between people and the sophistication of behaviours 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 & publications with colleagues (USA, Africa, Brazil, Pakistan & Europe); European COST Action -Gender Voices Early researchers, FIERCE Advisory Board and DAAD scholarship awards. Recent publications include Showunmi & 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, Chair of the International studies SIG.

Corrie Stone-Johnson is a Professor of Educational Administration at University at Buffalo, USA, and the 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 & 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. She holds degrees from Boston College Lynch School and Tufts University.

**Jennie Weiner **is a Professor of Educational Leadership at the University of Connecticut, USA. 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 *Education Lead(her)ship: Advancing Women in K-12 Administration *with Monica Higgins. She is also the co-author of The Strategy Playbook for Education Leaders with Isobel Stevenson. She holds degrees from Harvard University and Amherst College.

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Three Generations o…