In researching educational change, an analytical tool for analyzing and coding change process interventions has been produced. This paper describes the development of the coding system, the intervention assumptions underlying it, the dimensions and kinds of interventions, with illustrative examples of each, activities for clustering some interventions, and suggests implications of use of the schema by researchers, policy makers and practitioners. With this tool, conceptual and operational distinctions among interventions can be made. Researchers can analyze characteristics and types of interventions and compare their effects, and practicing change agents can more effectively structure interventions in a change effort. (Author)