Change efforts should be guided with a systemic understanding of the context in which they are undertaken. Depending on the circumstance, or as the implementation effort progresses, it may be most effective to focus interventions on a particular component of the framework at a time. This ERIC digest presents a sequence for approaching the major perspectives, or "models," of educational change in the research. Anyone trying to improve schools may look to "The New Meaning of Educational Change" (Fullan and Stiegelbauer, 1991) to decide where to start. From there, "Systemic Change in Education" (Reigeluth and Garfinkle, 1994) can be read to consider the system being changed. Once the change process has begun, "The Change Agent's Guide" (Havelock and Zlotolow, 1995) can be read for discussion of how to guide and plan future efforts. The Concerns-Based Adoption Model (Hall and Hord, 1987) provides tools to "keep a finger on the pulse" of change and to collect the information needed. "Strategies for Planned Change" (Zaltman and Duncan, 1977) can help narrow down the cause(s) of resistance to change efforts. "Diffusion of Innovations" (Rogers, 1995) identifies the most influential attributes of an innovation, and the "Conditions for Change" (Ely, 1990) can help address obstacles that arise from the environment in which change is implemented. (Contains 10 references.) (AEF)