This book is about deep change. In a series of research reports and
commentaries, it mainly features case studies of powerful reform
for the most part in local districts and in individual schools.
They are set within the constraints of obvious political realities,
essentially the recently legislated and bureaucratically enforced
dimensions of high-stakes accountability. In this book, educational
practice does not flow only from theory; neither does theory evolve
only from educational practice. Rather, practice and theory
fruitfully interact, not just some of the time, but most of the
time. These accounts of deep change, moreover, are written
gracefully, in understandable prose, and largely absent the
barnacles of breathless advocacy. To be sure, the accounts are
uneven, not as a function of their quality which uncommonly is
high, but as a function of their foci and perceived attractiveness
General
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