"Teachers will find techniques to apply in the classroom immediately. The examples are user friendly and easy to understand. There is little doubt that using these strategies will enhance any science classroom."

Jennifer Linrud Sinsel, Fifth-Grade Science Teacher

Wichita Collegiate School, KS

"This book addresses a real area of need and contains an abundant set of strategies."

Susan Koba, Educational Consultant

"This is an excellent sourcebook for science teachers who are looking for strategies to engage diverse learners. The reader can look for a specific topic and find not only support for the strategies but also specific examples of the teaching tools. The charts, strategies, graphics, and rubrics are reader-friendly!"

Phyllis Milne, Associate Director of School Administration

York County School Division, Yorktown, VA

"The book contains a lot of information about national science standards and multiple learning styles, plus good sample units in science and good suggestions for Web sites. The authors are great science teachers who believe wholly in engaging students in the wonder of the natural world."

Marcia LeCompte, Intermediate/MultiageTeacher

Klondike Elementary School, West Lafayette, IN

"The book provides very useful information for implementing differentiated instruction. Its research base plus concrete and useable examples mixes the theory with the practical. Teachers will find this book valuable."

Mandy Frantti, Science Teacher

Munising High School, MI

“An impressively comprehensive collection of student-centered, research-based classroom practices in one slim, well-organized volume. This book would be a valuable resource to teachers in any setting. Preservice teachers are likely to keep it long after the class has ended to revisit management topics such as organizing a science notebook and creating cooperative groups, as well as to use or adapt the science-interest inventory and organizers for explaining and creating meaning. Districts will benefit from the book’s focus on process skills and pedagogy as well as the integration of 21st-century literacy standards with the science content standards. Science specialists, gifted and talented resource teachers, and special educators will all appreciate the book’s approach to high expectations for students, thinking and problem solving, and authentic assessment. The book would also be an excellent book study as part of the development of professional learning communities.”

Teacher Education Materials (TE-MAT) Project