Professor Yin Cheong CHENG is the President of the Asia-Pacific Educational Research Association (APERA). He is also the head of the Asia-Pacific Centre for Education Leadership and School Quality of the Hong Kong Institute of Education. He has published internationally 14 academic books and 190 book chapters and academic journal articles on education effectiveness, paradigm shift in education, and management reform. Among his books, School Effectiveness and School-based Management: A Mechanism for School Development has been published in four language editions. Some of his publications have been translated into Chinese, Hebrew, Korean, Spanish, Czech, and Thailand languages. He was the chief editor of the Asia Pacific Journal of Teacher Education and Development six years and is at present serving on the advisory boards of 9 international journals. Prof. Cheng's research has won him a number of international awards and recognition including the Awards for Excellence from the Literati Club in UK in 1994, 1996-98, 2001 and 2004. In recent few years, Prof. Cheng has been invited to give over 30 keynote/plenary speeches by national and international organizations such as APEC, UNESCO, UNICEF, ICER, ICSEI (Australia, Hong Kong and Canada), International Baccalaureate Organization (IBO), Ford Foundation (US, Africa), etc.

From the reviews: Testimonial 1 by Prof. Dale Mann (USA) There is no one better positioned in the world to comment on the future of school reform than Professor Y.C. Cheng. His scholarly base in Hong Kong and China, his access to all the major school reforms literally in the world and the wide ranging quality of his analysis make this a must-read book for anyone concerned about doing better at school reform than we have managed in the last century. Practitioners and pundits have always known that pedagogy is not enough to reform schools and neither is love of children. If that were the case, the world would be filled with quality schooling. But it is not. Dr. Cheng borrows from economics, politics, social and anthropology, information technology and leadership theories to create an ambitious and compelling case for new ways to do the work of school reform. (December 2005) Dale Mann, Ph.D. Professor Emeritus, Columbia University, New York & Managing Director, Interactive, Inc., Huntington, New York Testimonial 2 by Prof. Brian Caldwell (Australia) This is one of the most remarkable books to be published in the field of education in recent times. It spans more domains of educational research than a single text ever attempts, including leadership, policy, change, reform, learning, parents, futures, governance, effectiveness and more. The chapters are of two kinds, either conceptual or research. For the former, such as the presentation of the tri-level view of change in education (triplisation), we have a demonstration of arguably the educational world's leading exponent of conceptualisation and model construction. In the research chapters, the reader has a compendium of his own studies, frequently in association with his graduate students. This is a breathtaking display of writing that links concepts and theories from different scholars of schools of thought, as well as his own research, to significant issues in policy and practice. (January 2006) Brian J. Caldwell Associate Director-Global, International Networking for Educational Transformation Professorial Fellow, University of Melbourne Former Dean, Faculty of Education, University of Melbourne

• New Paradigm for Education Reform.- New Paradigm for Education Reforms: Globalization, Localization, and Individualization.- Three Waves of Education Reform: Internal, Interface, and Future.- Fostering Local Knowledge and Human Development in Globalization of Education.- A Theory of Self-learning in a Networked Human and IT Environment.- Economic Considerations in Education Reforms and Policymaking.- A Comprehensive Framework for Analysis of Education Reform Policy.- Education Reforms in the Asia-Pacific Region: Trends, Challenges, and Research.- Education Reforms Towards the Third Wave: The Case of Hong Kong.- New Paradigm for Educational Leadership.- New Paradigm of School Leadership.- School Leadership and Three Waves of Education Reforms.- Leadership for Strategic Management and Action Learning.- Leadership and School Performance.- Characteristics of Principals’ Leadership and Influence of Societal Culture.- Re-engineering School Management for Effectiveness.- Evaluating School Effectiveness.- Monitoring Education Quality at Multi-levels.- Studying Cultural Factors in Educational Effectiveness.- Managing Teacher Effectiveness.- Implementing Multi-level Self-management in Schools.- Reengineering Total Home-school Partnership.- Managing Parental Involvement in Education with a New Framework.- Managing School Crisis with Multiple Perspectives.

Professor Yin Cheong CHENG is the President of the Asia-Pacific Educational Research Association (APERA). He is also the head of the Asia-Pacific Centre for Education Leadership and School Quality of the Hong Kong Institute of Education. He has published internationally 14 academic books and 190 book chapters and academic journal articles on education effectiveness, paradigm shift in education, and management reform. Among his books, School Effectiveness and School-based Management: A Mechanism for School Development has been published in four language editions. Some of his publications have been translated into Chinese, Hebrew, Korean, Spanish, Czech, and Thailand languages. He was the chief editor of the Asia Pacific Journal of Teacher Education and Development six years and is at present serving on the advisory boards of 9 international journals. Prof. Cheng's research has won him a number of international awards and recognition including the Awards for Excellence from the Literati Club in UK in 1994, 1996-98, 2001 and 2004. In recent few years, Prof. Cheng has been invited to give over 30 keynote/plenary speeches by national and international organizations such as APEC, UNESCO, UNICEF, ICER, ICSEI (Australia, Hong Kong and Canada), International Baccalaureate Organization (IBO), Ford Foundation (US, Africa), etc.

From the reviews: Testimonial 1 by Prof. Dale Mann (USA) There is no one better positioned in the world to comment on the future of school reform than Professor Y.C. Cheng. His scholarly base in Hong Kong and China, his access to all the major school reforms literally in the world and the wide ranging quality of his analysis make this a must-read book for anyone concerned about doing better at school reform than we have managed in the last century. Practitioners and pundits have always known that pedagogy is not enough to reform schools and neither is love of children. If that were the case, the world would be filled with quality schooling. But it is not. Dr. Cheng borrows from economics, politics, social and anthropology, information technology and leadership theories to create an ambitious and compelling case for new ways to do the work of school reform. (December 2005) Dale Mann, Ph.D. Professor Emeritus, Columbia University, New York & Managing Director, Interactive, Inc., Huntington, New York Testimonial 2 by Prof. Brian Caldwell (Australia) This is one of the most remarkable books to be published in the field of education in recent times. It spans more domains of educational research than a single text ever attempts, including leadership, policy, change, reform, learning, parents, futures, governance, effectiveness and more. The chapters are of two kinds, either conceptual or research. For the former, such as the presentation of the tri-level view of change in education (triplisation), we have a demonstration of arguably the educational world's leading exponent of conceptualisation and model construction. In the research chapters, the reader has a compendium of his own studies, frequently in association with his graduate students. This is a breathtaking display of writing that links concepts and theories from different scholars of schools of thought, as well as his own research, to significant issues in policy and practice. (January 2006) Brian J. Caldwell Associate Director-Global, International Networking for Educational Transformation Professorial Fellow, University of Melbourne Former Dean, Faculty of Education, University of Melbourne

• New Paradigm for Education Reform.- New Paradigm for Education Reforms: Globalization, Localization, and Individualization.- Three Waves of Education Reform: Internal, Interface, and Future.- Fostering Local Knowledge and Human Development in Globalization of Education.- A Theory of Self-learning in a Networked Human and IT Environment.- Economic Considerations in Education Reforms and Policymaking.- A Comprehensive Framework for Analysis of Education Reform Policy.- Education Reforms in the Asia-Pacific Region: Trends, Challenges, and Research.- Education Reforms Towards the Third Wave: The Case of Hong Kong.- New Paradigm for Educational Leadership.- New Paradigm of School Leadership.- School Leadership and Three Waves of Education Reforms.- Leadership for Strategic Management and Action Learning.- Leadership and School Performance.- Characteristics of Principals’ Leadership and Influence of Societal Culture.- Re-engineering School Management for Effectiveness.- Evaluating School Effectiveness.- Monitoring Education Quality at Multi-levels.- Studying Cultural Factors in Educational Effectiveness.- Managing Teacher Effectiveness.- Implementing Multi-level Self-management in Schools.- Reengineering Total Home-school Partnership.- Managing Parental Involvement in Education with a New Framework.- Managing School Crisis with Multiple Perspectives.

Professor Yin Cheong CHENG is the President of the Asia-Pacific Educational Research Association (APERA). He is also the head of the Asia-Pacific Centre for Education Leadership and School Quality of the Hong Kong Institute of Education. He has published internationally 14 academic books and 190 book chapters and academic journal articles on education effectiveness, paradigm shift in education, and management reform. Among his books, School Effectiveness and School-based Management: A Mechanism for School Development has been published in four language editions. Some of his publications have been translated into Chinese, Hebrew, Korean, Spanish, Czech, and Thailand languages. He was the chief editor of the Asia Pacific Journal of Teacher Education and Development six years and is at present serving on the advisory boards of 9 international journals. Prof. Cheng's research has won him a number of international awards and recognition including the Awards for Excellence from the Literati Club in UK in 1994, 1996-98, 2001 and 2004. In recent few years, Prof. Cheng has been invited to give over 30 keynote/plenary speeches by national and international organizations such as APEC, UNESCO, UNICEF, ICER, ICSEI (Australia, Hong Kong and Canada), International Baccalaureate Organization (IBO), Ford Foundation (US, Africa), etc.

From the reviews: Testimonial 1 by Prof. Dale Mann (USA) There is no one better positioned in the world to comment on the future of school reform than Professor Y.C. Cheng. His scholarly base in Hong Kong and China, his access to all the major school reforms literally in the world and the wide ranging quality of his analysis make this a must-read book for anyone concerned about doing better at school reform than we have managed in the last century. Practitioners and pundits have always known that pedagogy is not enough to reform schools and neither is love of children. If that were the case, the world would be filled with quality schooling. But it is not. Dr. Cheng borrows from economics, politics, social and anthropology, information technology and leadership theories to create an ambitious and compelling case for new ways to do the work of school reform. (December 2005) Dale Mann, Ph.D. Professor Emeritus, Columbia University, New York & Managing Director, Interactive, Inc., Huntington, New York Testimonial 2 by Prof. Brian Caldwell (Australia) This is one of the most remarkable books to be published in the field of education in recent times. It spans more domains of educational research than a single text ever attempts, including leadership, policy, change, reform, learning, parents, futures, governance, effectiveness and more. The chapters are of two kinds, either conceptual or research. For the former, such as the presentation of the tri-level view of change in education (triplisation), we have a demonstration of arguably the educational world's leading exponent of conceptualisation and model construction. In the research chapters, the reader has a compendium of his own studies, frequently in association with his graduate students. This is a breathtaking display of writing that links concepts and theories from different scholars of schools of thought, as well as his own research, to significant issues in policy and practice. (January 2006) Brian J. Caldwell Associate Director-Global, International Networking for Educational Transformation Professorial Fellow, University of Melbourne Former Dean, Faculty of Education, University of Melbourne

• New Paradigm for Education Reform.- New Paradigm for Education Reforms: Globalization, Localization, and Individualization.- Three Waves of Education Reform: Internal, Interface, and Future.- Fostering Local Knowledge and Human Development in Globalization of Education.- A Theory of Self-learning in a Networked Human and IT Environment.- Economic Considerations in Education Reforms and Policymaking.- A Comprehensive Framework for Analysis of Education Reform Policy.- Education Reforms in the Asia-Pacific Region: Trends, Challenges, and Research.- Education Reforms Towards the Third Wave: The Case of Hong Kong.- New Paradigm for Educational Leadership.- New Paradigm of School Leadership.- School Leadership and Three Waves of Education Reforms.- Leadership for Strategic Management and Action Learning.- Leadership and School Performance.- Characteristics of Principals’ Leadership and Influence of Societal Culture.- Re-engineering School Management for Effectiveness.- Evaluating School Effectiveness.- Monitoring Education Quality at Multi-levels.- Studying Cultural Factors in Educational Effectiveness.- Managing Teacher Effectiveness.- Implementing Multi-level Self-management in Schools.- Reengineering Total Home-school Partnership.- Managing Parental Involvement in Education with a New Framework.- Managing School Crisis with Multiple Perspectives.