Viviane is a Distinguished Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand and Academic Director of its Centre for Educational Leadership. Her research identifying the impact of different types of leadership on student outcomes (Student- Centered Leadership) has been used to shape leadership policy and practice in Scandinavia, England, Singapore, Chile, Canada, Australia and New Zealand. She has received numerous awards from national and international professional and academic organisations including the Australian Council for Educational Leaders, the New Zealand Secondary Principals Association and the US-based University Council on Educational Administration. In 2011, she was made a Fellow of the American Educational Research Association for sustained excellence in educational research.  In 2016 the Royal Society of New Zealand awarded her the Mason Durie Medal for her international contributions to educational leadership research and practice. She currently leads a research and development programme on the leadership knowledge and skills involved in school improvement. To learn more visit her website at www.education.auckland.ac.nz/vmj-robinson

"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into."

• List of Tables and FiguresPrefaceAcknowledgmentsAbout the Author1. Too Much Change, Not Enough ImprovementNot All Change Is DesirableDistinguish Between Change and ImprovementImprovement Means Positive Impact on LearnersThe Impact of Leadership on Student OutcomesReflection and Action2. Understand the Challenge of ImprovementUnderstand Theories of ActionEspoused Theories of Action Versus Theories in UseHelping to Change Theories of ActionReflection and Action3. Two Approaches to Leading Improvement: Bypass and EngageThe Limitations of the Bypass ApproachThe Bypass Approach: A National InitiativeFrom Bypass to EngagementReflection and Action4. The Four Phases of Theory EngagementPhase I. Agree on the Problem to Be SolvedPhase II. Inquire Into the Relevant Theory of ActionPhase III. Evaluate the Relative Merit of the Current and Alternative Theories of ActionPhase IV. Implement and Monitor a New, Sufficiently Shared Theory of ActionReflection and Action5. Learning How to Lead Improvement: Coaching That Engages PrincipalsExcerpt 1: Engage Others’ ThinkingExcerpt 2: The Self-Referential CritiqueExcerpt 3: Bypass and ReframingReflection and Action6. Learning How to Lead Improvement: Professional Learning That Engages ParticipantsThe ContextPhase I. Agree on the Problem to Be SolvedPhase II. Reveal the Relevant Theories of ActionPhase III. Evaluate the Relative Merit of the Current and Alternative Theories of ActionPhase IV. Implement and Monitor a New, Sufficiently Shared Theory of ActionReflection and ActionAfterword by Stephen DinhamReferencesIndex

Viviane is a Distinguished Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand and Academic Director of its Centre for Educational Leadership. Her research identifying the impact of different types of leadership on student outcomes (Student- Centered Leadership) has been used to shape leadership policy and practice in Scandinavia, England, Singapore, Chile, Canada, Australia and New Zealand. She has received numerous awards from national and international professional and academic organisations including the Australian Council for Educational Leaders, the New Zealand Secondary Principals Association and the US-based University Council on Educational Administration. In 2011, she was made a Fellow of the American Educational Research Association for sustained excellence in educational research.  In 2016 the Royal Society of New Zealand awarded her the Mason Durie Medal for her international contributions to educational leadership research and practice. She currently leads a research and development programme on the leadership knowledge and skills involved in school improvement. To learn more visit her website at www.education.auckland.ac.nz/vmj-robinson

"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into."

• List of Tables and FiguresPrefaceAcknowledgmentsAbout the Author1. Too Much Change, Not Enough ImprovementNot All Change Is DesirableDistinguish Between Change and ImprovementImprovement Means Positive Impact on LearnersThe Impact of Leadership on Student OutcomesReflection and Action2. Understand the Challenge of ImprovementUnderstand Theories of ActionEspoused Theories of Action Versus Theories in UseHelping to Change Theories of ActionReflection and Action3. Two Approaches to Leading Improvement: Bypass and EngageThe Limitations of the Bypass ApproachThe Bypass Approach: A National InitiativeFrom Bypass to EngagementReflection and Action4. The Four Phases of Theory EngagementPhase I. Agree on the Problem to Be SolvedPhase II. Inquire Into the Relevant Theory of ActionPhase III. Evaluate the Relative Merit of the Current and Alternative Theories of ActionPhase IV. Implement and Monitor a New, Sufficiently Shared Theory of ActionReflection and Action5. Learning How to Lead Improvement: Coaching That Engages PrincipalsExcerpt 1: Engage Others’ ThinkingExcerpt 2: The Self-Referential CritiqueExcerpt 3: Bypass and ReframingReflection and Action6. Learning How to Lead Improvement: Professional Learning That Engages ParticipantsThe ContextPhase I. Agree on the Problem to Be SolvedPhase II. Reveal the Relevant Theories of ActionPhase III. Evaluate the Relative Merit of the Current and Alternative Theories of ActionPhase IV. Implement and Monitor a New, Sufficiently Shared Theory of ActionReflection and ActionAfterword by Stephen DinhamReferencesIndex