"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."
Peter DeWitt, Ed.D., Corwin Author/Consultant
Finding Common Ground blog (Education Week), Albany, NY
"Viviane Robinson's brilliant new masterpiece is provocatively entitled Reduce Change to Increase Improvement. It is a stunning achievement. Every sentence bristles with penetrating insights and practical recommendations in the hands of Robinson's sparkling prose. The sections on engaging respectfully with teachers' theories of action should be required reading for every school principal or superintendent. Best of all, this expertly crafted book is a pleasure to read and re-read. It will be cited frequently around the world for years to come."
Dennis Shirley, Professor
Lynch School of Education, Chestnut Hill, MA
“Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. “Reduce Change to Increase Improvement is a treasure-trove of concrete information for educational leaders wanting to move away from the frequently-used, ineffective Bypass Theory leading to no change in student outcomes to the rarely-used, highly effective Engagement Theory that gets at the heart of leading school improvement. Robinson, always cautious about “change for change sake, brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. She highlights that only by integrating new thinking into current classroom practice will reform be successful - AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly-held disbeliefs about the capacity of all students to learn. All leaders need this concise, clearly-stated text to guide their intentional improvement practices."
Dr. Lyn Sharratt, International Consultant and Author
OISE, University of Toronto, Ontario, Canada
"This is a ‘must read' for anyone who is serious about achieving meaningful improvement and understanding more about the potential of engaging with theories of action. With her forensic eye for detail, Viviane Robinson unpicks why current practice is sustained and shows how deep and respectful coaching dialogue can produce mutual commitment and powerful professional learning. It's a book with many applications."
Louise Stoll, PhD, Professor of Professional Learning
London Centre for Leadership in Learning/ UCL Institute of Education, London, England
"Never was a book more welcome than one that addresses why so much change leads to so little impact. Viviane's work gets right to the heart of the beliefs, values and conditions that lie at the heart of our willingness to either embrace change or resist it. Viviane gives us an opportunity to eavesdrop on real conversations that model skillful enquiry into the values and beliefs that drive our behavior and that are more likely to lead to change that ‘pays off.' In a world where change is constant, and resources are tight we should all be intolerant of any more failed attempts. I would like to see every Education Ministry, school adviser and school leader not just reading this book but using it to shape their practice so change can be far less frequent, but have far more impact."
Maggie Farrar, Education Consultant
FarrarChapman Ltd, Cumnor, UK
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
