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vision, and lastly how to become sensitive to issues related to attainment of the vision. This last segment is not meant to be "evaluation" in assessment, but rather "...as a way of noticing and thinking about the current temperature of the classroom climate." This is accomplished with a set of bulleted questions. Thus each chapter provides four elements that establish a rhythm or pace to the book. I find the third section of each chapter, "how to begin," the most important and useful part of this book. Here is where the most practical activities for implementing the "visions" are located. Howard Gardner would like the approach of this book in that several of his Multiple Intelligences are being highlighted in the suggested activities including the musical, intra- and inter-personal, as well as the kinesthetic, verbal-linguistic, and visual-spatial abilities. Both pre-service and in-service teachers will benefit from these methods and activities. The books' seven chapters are immediately followed by a general reference. A second set of references focuses on useful "children's books" categorized according to age levels of "primary, intermediate, and advanced". This part of the book certainly fits into the spirit of "Developmentally Appropriate Practices". An appendix includes over 40 pieces of useful music ranging from the traditional "Row, Row, Row Your Boat" to "We Shall Overcome". The music consists of single treble clef staffs, notes, chords, and words. In addition there is a song index. The "Resources" section contains many additional references for more music and the sense of the traditional world of recordings, as well as books that would be helpful for such topics as "community building in classrooms, cooperative learning, inclusive teaching, creative conflict resolution, cooperative play and games, and social justice and diversity issues. There is also a "Game/Activity" index where the activities, in alphabetical order, are indexed to their descriptions that appear in each chapter, primarily in the "How to Begin" sections. There is no general index for the entire book. This book should prove to be a rich resource for professionals wanting to know both why and how to accommodate Full Inclusion. While some might find Because We Can Change the World appropriate for Special Education professionals, this is not the only group to which this book speaks. All practicing teaching professionals should have this resource on their shelves. Because of the many activities and songs contained in this book, other groups of people who could benefit from this resource are camp counselors, YMCA and Boys and Girls Club personnel, as well as leaders of Boy/Girl Scout troops, etc. In addition, College/University pre-service teacher training methods classes might find this a valuable resource. Guidebook for Cooperative Learning: Techniques for Creating More Effective Schools (3rd ed.) Dee Dishon and Pat Wilson O'Leary 1998. Holmes Beach, FL: Learning Publications. Order from: Pat Wilson O'Leary, 9504 Oakview Street, Portage, Michigan, 49024 USA. Tel: 616.327.2199. E-mail: PatWOLeary@aol.com Reviewed by Johnny Ang, Bartley Secondary School, Singapore (angj@pacific.net.sg) Any school teacher who has tried cooperative learning in class or would like to make a start would warmly welcome this revised volume for its practical suggestions and comprehensive lesson plans for implementation. The premise of the model of cooperative learning presented in this book is that there is a set of skills which teachers should and can teach systematically, to have effective group work in class. Therefore the book provides abundant advice on the entire process of planning, explaining, managing, observing and evaluating cooperative learning. The book explores the issues and questions that teachers will have to sort out for themselves, with the vision of cooperative