Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy, edited by Alberto J. Rodriguez and Richard S. Kitchen. Mahwah, NJ: Erlbaum, 2005. 296 pp. $79.95, hardcover. This book will help teacher educators who are reluctant to engage in transformative pedagogy to see how it can be done, as well as to gain understanding of why they should undertake this assignment, (p. xi) In the forward to Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy, noted multicultural education scholar, Carl Grant, makes the aforementioned statement about the utility of this volume. However, the editors take the reader in a direction that opens the road to equity and excellence for all who are involved in education, particularly those of us uniquely concerned with the education of children of color. Preparing Mathematics and Science Teachers for Diverse Classrooms affords Rodriguez and Kitchen the opportunity to focus with colleagues on ways to improve mathematics and science teacher preparation by providing the theoretical basis and numerous practical strategies for working in diverse schools. In this book, the chapter authors present strategies that they use in their classes to prepare teachers of mathematics and science who might be resistant to ideological change or pedagogical change. The editors define ideological change as for and pedagogical change as for understanding. The two theories that support this book are multicultural education and social constructivism. Both of these theoretical frameworks are common in the multicultural science education scholarly community. In the first chapter, Rodriguez lays the theoretical foundation for the subsequent chapters by using examples from his own classrooms as the basis for his work in the field of diversity in science education. Rodriguez also elaborates on the editors' use of the term resistance as a construct that is frequently cited in the Educational Resources Information Center (ERIC) database. Practical issues such as the impact of the No Child Left Behind Act (2002) and the national science and mathematics standards on teaching for diversity and teaching for understanding are highlighted in the initial chapter. Chapter 1 concludes with an excellent table that provides an overview of the next 11 chapters. Chapters 2 through 12 focus on the respective authors' explanation of effective pedagogical strategies that are used in working with teachers and teacher candidates who resist the ideas of teaching for understanding and teaching for diversity-transformative pedagogy. These eleven chapters do not have to be read in sequence, as each author does a thorough job of delineating the appropriate theoretical underpinnings of her or his pedagogical philosophy, as well as comprehensively describing the instructional strategy presented in the chapter. There is also a fairly balanced set of chapters along the two contents areas with chapters 3, 7, 9, and 11 devoted to mathematics-based strategies and chapters 2, 4, 6, 8, 10, and 12 focused on science-based approaches. Chapter 5 presents mathematics- and science-based strategies that with some reflection and adjustment, a teacher educator could effectively utilize across disciplines. …