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| List of Tables and Figures | |
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| Acknowledgments | |
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| Introduction and Overview | |
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| The Goals of Activity and Teaching | |
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| The Goals of Educational Reform: Excellence, Fairness, Inclusion, and Harmony | |
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| Can Schools Actually Provide Excellence, Fairness, Inclusion, and Harmony? | |
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| Unified Reform | |
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| Plan of the Book | |
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| Notes | |
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| Transformed Classrooms: Description, Principles, and Criteria | |
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| Quality Criteria for Instructional Activity in Classrooms | |
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| Generic Principles for Effective Pedagogy | |
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| The Five Standards for Effective Pedagogy | |
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| Necessary Conditions for the Effective Organization of Instruction Activity | |
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| Common Values, Diverse Cultures | |
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| Conclusion | |
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| Notes | |
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| Activity in Theory and Classroom | |
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| The Social Construction of Mind | |
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| The Organization of Social Relationships | |
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| Social Relationships: The Dynamics of Formation and Change | |
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| Changing Patterns of Relationship for Improved Teaching and Learning | |
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| Conclusion | |
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| Notes | |
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| Patterns of Instructional Activity and Relationships | |
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| Propinquity: Affecting Inclusion, Fairness, and Harmony in Peer Relationships | |
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| Instructional Activity: Affecting Inclusion, Fairness, and Harmony in Peer Relationships | |
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| Peer Relationships, Friendship, and Academic and Social Excellence | |
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| Propinquity and Activity: Affecting Inclusion, Fairness, and Harmony in Teacher-Student Relationships | |
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| Propinquity, Activity, and the Quality of Teacher-Student Relationships | |
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| Teacher-Student Relationships and Academic and Social Excellence | |
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| Conclusion | |
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| Notes | |
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| Culture and Instructional Activity | |
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| Culture and Expectations | |
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| Individualism and Collectivism | |
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| Role Expectations in the Classroom | |
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| Power | |
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| Language Genres and Codes in the Classroom | |
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| Conclusion | |
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| Designing the Organization of Instructional Activity | |
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| Grade Level, Diversity, and Content Area | |
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| A Developmental Model | |
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| Activity Settings | |
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| The Instructional Frame | |
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| Classroom Management | |
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| One to Four Weeks: Building an Academic Learning Community Using Activity Settings and Instructional Frame | |
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| Two to Three Weeks: Grouping for Independent and Simultaneous Activity | |
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| One to Two Weeks: Teaching and Learning in Activity Settings | |
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| Two to Three Weeks: Teaching Through Activity Settings | |
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| Routine for the Rest of the Year: Teaching Through Instructional Conversation with Multiple, Simultaneous Activity Settings | |
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| Conclusion | |
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| Classrooms of Phase 5: Evidence, Vision, and Future | |
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| The Organizational System for Instructional Activity | |
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| Theory and Dynamics | |
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| Do Phase 5 Classrooms Achieve Excellence, Fairness, Inclusion, and Harmony? | |
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| Supporting Evidence | |
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| Shall We Improve Our Schools? | |
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| The Image of Schools in the Eyes of Educators and the Public | |
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| Preparing Teachers for Phase 5 | |
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| Notes | |
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| Appendices | |
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| References | |
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| Index | |