Breakthrough and over one million other books are available for Amazon Kindle. Learn more
  • List Price: CDN$ 40.63
  • You Save: CDN$ 6.25 (15%)
Temporarily out of stock.
Order now and we'll deliver when available. We'll e-mail you with an estimated delivery date as soon as we have more information. Your account will only be charged when we ship the item.
Ships from and sold by
Gift-wrap available.
Breakthrough has been added to your Cart
+ CDN$ 6.49 shipping
Used: Good | Details
Condition: Used: Good
Comment: Moderate wear on cover and edges. Minimal highlighting and/or other markings can be present. May be ex-library copy and may not include CD, Accessories and/or Dust Cover. Good readable copy.
Have one to sell?
Flip to back Flip to front
Listen Playing... Paused   You're listening to a sample of the Audible audio edition.
Learn more
See this image

Breakthrough Paperback – Apr 5 2006

See all 6 formats and editions Hide other formats and editions
Amazon Price New from Used from
Kindle Edition
"Please retry"
"Please retry"
CDN$ 34.38
CDN$ 19.95 CDN$ 0.90

Frequently Bought Together

Breakthrough + Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge
Price For Both: CDN$ 58.97

One of these items ships sooner than the other.

Buy the selected items together

Product Details

Product Description


"Breakthrough is one of the few books that demonstrably understands [personalizing learning] and is prepared to eschew the rhetoric of educational reform and go deep to explore it Professor David Hopkins, HSBC iNet Chair of International Leadership, Institute of Education, London"

About the Author

Michael Fullan is special advisor on education to Dalton McGuinty, the premier of Ontario. He formerly served as dean and professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto. He holds honorary doctorates from the University of Edinburgh, Scotland and from Nipissing University. Fullan currently works as adviser and consultant on several major education reform initiatives around the world. He bases his work on research and practice on both the public and private sectors, finding an increasing convergence in this literature. He has written several bestsellers on leadership and change that have been translated into several languages, and four of his books have won book of the year awards.

Peter Hill retired as secretary general of the Hong Kong Examinations and Assessment Authority in December 2007. He has held numerous senior positions in school administration and educational research in Australia and the U.S., including as head of the school system in the State of Victoria, Australia, and as professor of leadership and management in the faculty of education of The Univesity of Melbourne. More recently he was director of research and development at the National Center on Education and Economy in the U.S. Over the past decade he has directed and assisted in a number of large-scale, comprehensive school improvement projects. His research interests are in the fields of assessment, school effectiveness and improvement, and instructional leadership.

Carmel Crevola is currently an independent, international literacy consultant, author, and researcher who works extensively in Australia, Canada, UK, and the U.S. Her focus is on assisting systems to align their assessment processes, instructional practices, and instructional leadership. Crevola has pioneered new approaches to data-driven literacy instruction and has led several large-scale school reform initiatives in both Australia and the U.S. A former school principal, she has 22 years of K - 9 classroom teaching experience.

Inside This Book (Learn More)
First Sentence
As societies have confronted the challenges brought about by globalization and new technologies, especially information technologies, the critical importance of education has become obvious to all. Read the first page
Explore More
Browse Sample Pages
Front Cover | Copyright | Table of Contents | Excerpt | Index
Search inside this book:

Customer Reviews

There are no customer reviews yet on
5 star
4 star
3 star
2 star
1 star

Most Helpful Customer Reviews on (beta) 9 reviews
13 of 14 people found the following review helpful
A paradigm shift in thinking about educational change- A way forward May 26 2006
By Dr Neil MacNeill - Published on
Format: Hardcover
Fullan, Hill and Crevola have done an excellent job in redirecting thought on educational change by refocussing on what actually happens in classrooms (where the rubber meets the road, as Jimmy Thompson in LeRoy often says).

A major problem with most educational change is that it is political and structural in nature and is designed to change the ways schools operate. The impetus for change founders on the vested interests imbedded in school communities and adds to the festering debate about the inability of educational change to make a real difference to students' learning. With Michael Fullan adding Hill and Crevola to the writing team, he has added a lot of credibility to this text in the eyes of school-based personnel.

This book is a testament to the fact that we need to change inputs to bring about better outcomes for students. The expectation that teachers, if left to their own devices, will improve outcomes is patently false when examining large organisations. Clearly there are individual exceptions but generally speaking Fullan is on the right track here.

I feel that this book will be a very well received book because fellow educators will recognise the book for what it- the first step on a journey worth taking. On the strength of that, our school leaders' reading group has chosen this text as our next reader.
6 of 7 people found the following review helpful
Down to earth May 12 2007
By Deborah Anne Banker - Published on
Format: Paperback Verified Purchase
Fullan and fellow authors present a logical, no-nonsense approach to reforming education where it is needed the most - in the classroom. They present the argument that only when instruction is changed to meet the needs of all learners, instruction is monitored daily through student progress so that it can be adjusted, will real improvement in student academic achievement be realized. It is an easy read. It should be required reading in all educational leadership programs.
2 of 2 people found the following review helpful
Breakthrough by Michael Fullan Oct. 11 2007
By Jodi Peterson - Published on
Format: Paperback
Michael Fullan does an excellent job discussing differentiated learning. His book, Breakthrough presents a new way to look at educational reform and break away from current curriculum first strategies of educators. Instead, he discusses focused learning with students at the center. In the book, learning is individualized and geared towards individual needs. Fullan provides examples and ways to collect data using focus sheets, student profiles, and instructional matrixes. Great book to read for those interested in serving all students and their needs.
1 of 1 people found the following review helpful
Breakthrough Dec 26 2011
By Robert T. Hess - Published on
Format: Paperback Verified Purchase
The best sentence in this book was the last one. "While it takes a whole village to raise a child, it takes a system to raise every child."

Everyone agrees that the future success of public school reform lies in developing expert systems. That is the key. It is easier said than done. Breakthrough does a good job documenting the failures of the direct instruction movement to achieve wholescale, systemic reform. Their failures exist in spite of the large sums of money and expertise that have been invested into the method.

The authors also talk about the importance of teacher and principal leadership to bring about systemic reform and the importance of personalizing instruction so that data is used to make instruction more effective. The book, however, falls short in the application. The last half of the books reads like a direct instruction manual. Yeah, that's right, it is a real yawner, which is surprising for an author like Fullan. I guess you can't hit a homerun every at bat.

What is lacking is the balance that must be found between using data to know where each child is at and yet at the same time providing interesting, inspiring work to the student so that her interest and motivation to learn remains high. Motivation and relevancy--especially in the 21st century is essential. The problem I am seeing across the country is that people are trading data for inspiration. It doesn't work that way. We must realize that doing work that matters--along with measuring progress toward meaningful benchmarks is the key. Otherwise, we might just find ourselves confusing assessment for learning. Not a healthy proposition.

This little volume is not a page turner, but it does make some good points. For starters, it documents via several research studies that direct instruction reforms will only yield average results at best--they will not teach students how to think, and they certainly won't teach them how to lead. They may produce mildly literate factory workers who live for the weekend, but they won't achieve systemic reform most of us are trying to achieve. I completely agree.

The authors make the statement that the quality of the instruction that happens in the classroom is what matters most. Nothing new there. However, what does effective teaching look like? That is the most salient question of all, and though the authors come close by mentioning the importance of motivation, high expectations, and engagement, they fall short in delivering a definition that will make us do something different. They propose engagement on task, but don't talk about the quality of the tasks. Student engagement in mindless seatwork will not get us where we need to go.

They talk about the importance of "focused instruction," but what do they tell us to focus on? Assessments and the data that comes from them. I don't think that is the answer either. It is important, but it is not the answer.
1 of 1 people found the following review helpful
Breakthrough July 19 2007
By A. Chenoweth - Published on
Format: Paperback
Michael Fullan comes through again! Every school principal should read this book, which takes schools to the next level in understanding what's next in closing the gap. Data is only the beginning of the equation, but of course a necessary piece. It focuses on the teacher who should frequently, even daily, progress monitoring every child, and then adjusts instruction to meet individual needs. It isn't necessarily a new idea, but one that emphasizes again that the teacher is the key in a breakthrough systems change that serves each student.