The third edition of Fullen's book - "The New Meaning of Educational Change" came out to the readers in 2001 ten years after its second edition was published. Its contents have been greatly enriched and "'the meaning hypothesis' has become deeply confirmed." The "knowledge base" of change in this book is broadened and deepened by applying the advances of cognitive science and the chaos theory. Based upon this, the conclusion is made that "working on 'coherence' is the key to dealing with the nonlinear fragmented demands of overloaded reform agendas". A variety of most recent research about educational innovations by Cohen, Elmore, Fullan, Hargreaves, Hatch, Oakes and other researchers are integrated into different chapters and themes. Some newly verified thoughts of educational change are also presented in the new book. For instance, "one of the keys to successful changes is the improvement of relationships-precisely the focus of group development," "you can turn around an elementary school in about 3 years, a high school in 6 years, and a school district (depending on size) in about 8 years."
The new edition maintains the key structure and context of its former editions. Part one is concerned with understanding the overview of educational change. Part two are designed to look at change at the local level. Part three deals with educational change at the regional and national levels. The book remains its focuses on understanding both the small and big pictures of change and maintains the theme of rendering complexity understandable and amendable to productive action. The author's in-depth insights about the contradictory and paradoxical nature of change and his illustrative and practical ideas about the procedures of change still greatly contributes to the values of the book.
If you want to equip yourself with the important, resourceful, and up-dated theory, research and practices about "what" and "how" of educational change, the third edition is your necessity.