School change has been at center of school reform, and many schools have moved to meet the needs of students in various areas. In many instances, there has been only one addition to the school system to serve as the element of school change. Today's school communities need a deeper understanding not only of what research says about school change, but also of the specifics about how to apply the rich treasure of research available to help in their own improvement process, and Rosalind's account addresses that need. But this is no mere academic discussion. This book is a valuable tool for effective change! Yes, this book is here just in time. It reminds readers that student-centered approaches that include clear, achievable program goals, relevant and rigorous curriculum, post-high school goal setting, research-based instruction, a respectful and productive learning environment, and parent involvement turn reform plans into decisive actions with successful results. The lessons learned from the '90s and lessons to be learned from this book will surely help our most challenged learners and their teachers.

Rosalind Larocque, Ph.D, is a thirty-six-year veteran educator with experience gained as the chair of the language arts department, one of the first five master teachers in her district, and occasionally as a member of the Middle States Accreditation committee and the Council for the Accreditation of Teacher Evaluation (NCATE). Currently, Dr. LaRocque works in the Educational Issues Department of the American Federation of Teachers in Washington, DC, where she develops professional development courses and modules-for educators.