CONTENTS 
PREFACE 7
LIST OF CONTRIBUTORS 9
INTRODUCTION 11 
CHAPTER 1: THE MEANING OF EDUCATIONAL CHANGE ACCORDING TO BASICS (Rudi Schollaert) 17 
CHAPTER 2: WONDERING WHY (Bengt-Gote Freding & Bernie Tobin) 27 
CHAPTER 3: CHANGE IN CONTEXT AND CONTEXTS OF CHANGE (Dr Jane Jones) 35 
CHAPTER 4: INITIATING CHANGE (Rudi Schollaert) 47 
CHAPTER 5: IMPLEMENTING CHANGE FOR THE SAKE OF SUSTAINABLE IMPROVEMENT (Rudi Schollaert) 59 
CHAPTER 6: THE EUROPEAN EDUCATION POLICY AND THE CHANGE CAPACITY OF SCHOOLS (Marc Van den Brande) 77 
CHAPTER 7: THE' THE CAUTIOUS OPTIMIST (Pieter Leenheer)	93
CHAPTER 8: ALEXANDER THE GREAT, THE ARCHETYPAL CHANGE AGENT (Karine Van Thienen) 115
CHAPTER 9: EMBARKING ON A LEARNING CRUISE ... OR is IT A CRUSADE? (Karine Van Thienen) 121 
CHAPTER 10: I RESIST THEREFORE l AM (Karine Van Thienen) 147 
CHAPTER 11: BEYOND THE COMFORT ZONE: THE FEAR FACTOR BEYOND i Ht COMFORT ZONE: 171 
CHAPTER 12: THE ROLE OF TEACHER RESEARCH IN EDUCATIONAL CHANGE (Dr Jane Jones) 183 
CHAPTER 13: SOLVING THE PROBLEM OF PUPILS' MISBEHAVIOUR: LEARNING FROM THE CHANGE CASE STUDY (Dr Danuta Elsner) 193 
CHAPTER 14: CHANGING MENTAL MODELS THROUGH ACTION RESEARCH (Cvetka Bizjak) 207 
CHAPTER 15: REFLECTING, DISCOVERING AND RECONSIDERING MENTAL MODELS IN THE PROCESS OF CHANGE (Dr Danuta Elsner) 221 
CHAPTER 16: WEAVING A WEB OF BETWEENNESS (Dr Margaret Farren, Bernie Tobin & Mairead Ryan) 233 
CHAPTER 17: MAKING OUR MOST IMPORTANT AIMS ASSESSABLE (Joakim Lovgren) 259 
CHAPTER 18: SUPERVISION AS A METHOD FOR RE-DIRECTING RESISTANCE AND SUPPORTING LEARNING (Brigita Rupar) 269 
CHAPTER 19: SUPERMAN, CATWOMAN & MR UNIVERSE Pieter Leenheer) 281 
CHAPTER 20: TH THE CHANGE AGENT PORTFOLIO (Sonja Sentocnik) 287 
CHAPTER 21: SUSTAINING DEVELOPMENT: DROPPING DEEP ANCHOR (Dr Jane Jones) 301 
CONCLUSION 309