This 297-page book describes a research-oriented, problem-based, and data-driven structured professional development process involving K-12 teachers of science and mathematics.

"The purpose of this book is to share some experiences, information, and ideas that will enable teachers to develop and practice skills to improve teaching and learning" (p. 2). The process described in the book has been utilized with K-12 teachers in diverse subject areas, and the examples emphasize science and mathematics.

The stated audiences for this book include teachers and staff development providers; university faculty, state department of education representatives, school administrators, researchers, and curriculum designers; university students in pre-service and graduate programs related to teaching; and partners involved in implementing this book's model of teaching and learning.

Changing the Classroom from Within provides valuable and straightforward guidelines for strengthening teaching and learning in a systematic way. It offers assistance with logistics of planning and implementing a coherent professional reform project. The reform model is highly structured, requiring the teacher, principal, and professional development facilitator to create a long-term partnership, and promoting a high level of peer interaction and support between teachers. The book emphasizes that teachers should be treated as full partners in curricular decision making, and that they can engage in science and mathematics education research within their own classrooms.

The book is clearly written and thorough, and the processes and expectations of participants are well-justified. The appendices contain quality sample lessons designed from a conceptual change point of view, examples of informed consent forms, ideas for observation and reflection, and other useful information. Although there are no written assessments, the material provides explicit information on reflective journals and peer coaching, interviewing, and specific activities between sessions. A complete, well-balanced evaluation of the material is presented in Chapter 11. An extended reference list is included at the end of the text.

Reviewers noted that the book and its approach could be used for professional development in any subject area and any grade level-the entire approach is easily transferable and would need only a similar series of examples to be effectively used in areas other than science and mathematics. Authors intend for the book to be used in an ongoing process of at least four to five intensive sessions held over a number of months. One reviewer suggested that the effectiveness would be enhanced by repeating activities (such as interviewing) with different students in different classes, and by journal writing and peer coaching continued over an expanded time period. A major strength of the model-the building of the partnerships between teachers, administrators, and facilitators-is a process that takes time.

Reviewers also noted that professional development providers may wish to supplement the material with additional resources or guest speakers on equity issues, constructivism, and conceptual change. In particular, providing teachers with published examples from the current literature of the types of classroom research mentioned could help motivate them to see the possibilities for conducting research in their own classrooms. Likewise, professional developers may wish to provide teachers with sample research questions, such as those provided on p.175, in an early session to ignite interest. The sample peer teaching plan and peer coaching format figures appearing on pages 164-166 could be adapted for use in classroom research.

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