Problems in implementing educational change due to different perspectives and statuses of policy makers, practitioners, and researchers has contributed to an absence of shared paradigms. Combined with the intense demand for educational change, a system gridlock has ensued. Research of the last 2 decades on implementation of change is summarized in this paper, which proposes a new approach for the educational change process of the 1990s. The following issues are discussed: redefining and clarifying the concept of innovation; using "hyper-innovations"; creating conditions supportive of innovation; setting middle-level guiding parameters; recognizing participants' different constructions of meaning; reducing system overload; allowing time for institutionalization of change; and sharing information. Guidelines for implementation of change strategies include deregulation, outcome-oriented policy goals, development of multivariate approaches, equal support for implementation, use of a large-scale perspective, and development of trust. In summary, educational innovation depends on cooperation and collaboration and the use of a holistic, systemic approach. Four figures are included. (26 references) (LMI)