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CHOICE Review

Based on data collection from 140 elementary classrooms in 15 schools from three states, this edited work examines the impact on students of teaching for meaning in high-poverty classrooms. The study covers a three-year period and involves a combination of research traditions including correlational research and multiple qualitative data sources. In ten chapters the authors present actual practices uncovered by the study. Focusing on mathematics, reading, and writing, the authors examine teaching tasks such as how teachers respond to cultural differences in students' background, and how teachers manage the classroom learning environment. Chapters 3-5 contrast how teaching for meaning in mathematics, reading, and writing differs from more conventional skills-based teaching. Chapter 6 explores the contribution to high-poverty classrooms made by supplemental instruction. Chapter 7 summarizes the effectiveness of meaning-oriented approaches. Chapters 8 and 9 examine teacher characteristics, the nature of students, and how the characteristics of the policy environment can support or inhibit teaching for meaning in high-poverty classes. The final chapter summarizes the book's argument and presents implications for educators and policy makers. Highly recommended for all graduate students and faculty. P. A. Cordeiro University of Connecticut