The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational reform, therefore, must focus explicitly and directly on the classroom and on the teaching and learning that occurs within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin G. Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers.