This volume deals with the idea and necessity of extending educational change conceptually and in action. Extending educational change matters for getting existing approaches to educational change to work more effectively in more places, and for deepening our understandings of and sensitivity to whose interests are at stake in educational change. Who benefits and who loses? How do these interests and how we address them affect what kinds of changes we pursue? What challenges does all this pose for the change process itself? One of the major challenges of educational change today, is how to define and manage change in a politically contested and multi-dimensional environment. It is time to revisit some of the fundamental issues in the field, extend our analysis of them further, and connect with sociological and political forms of inquiry that are attuned to the highly contested terrain that schooling now comprises. This volume (part of 4 volumes) is the second section in the International Handbook of Educational Change. The volumes are a state-of-the-art collection of the most important ideas and evidence of educational change. The volumes bring together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find these volumes an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.