As a means of organizing the diverse literature on and approaches to planned educational change, the author proposes a typology that focuses on change perspectives. Whereas previously proposed typologies classified approaches to change according to the change strategies or processes utilized, the current proposal urges using "change perspectives," which can be loosely defined as frames of reference within and around which people organize their thinking and work. The nine perspectives proposed are those oriented toward (1) critical and radical reform, (2) legislated and mandated change, (3) knowledge production and utilization, (4) institutional planning and forecasting, (5) conflict and institutional politics, (6) organization development and renewal, (7) training and staff development, (8) individual and self-directed change, and (9) behavioral shaping and influencing. These perspectives are loosely arranged into three overlapping tiers according to the level of intended emphasis: perspectives 1-3 are primarily directed to larger social systems, perspectives 3-7 to the institutional or organizational level, and perspectives 6-9 to the level of the individual person. After discussing the assumptions relating to each perspective and noting some issues that may arise from the use of mixed perspectives, the author calls for further research to test the typology. (Author/PGD)