The development of ideas in planning and change has been affected by empirical studies from practice. Historical theories relative to planned change are being modified by this impact and are shifting toward more flexible and people oriented processes, better tailored to the unique conditions found in schools. An overview of planning and change theory is presented with a discussion as to how observations from practice are being integrated with this theory. The implications of this merging of theory and practice for the educational leader contemplating change are considered in the context of an evolving knowledge base informed by practice.
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