This issue contains an interview with Elizabeth Fennema in which she explains that decades of research on learning has had a minor impact on what goes on in the schools. She and other researchers decided to try to integrate the study of teaching along with the study of learning. Their desire was to effect real change in the classroom and to enhance mathematics learning and achievement for students. Two articles are included by Gloria Ladson-Billings; one is a talk given at the 1999 Cognitively Guided Instruction (CGI) Institute for Teachers in which she outlined how incorporating CGI instructional practices can radically change education at the school; the other article is her talk given at the 1998 CGI Institute for Teachers. A CGI classroom vignette is presented that depicts how a teacher might incorporate assessments into instruction and could make some decisions based on what he or she is learning about students. Another article explains how Fargo, North Dakota, has become a safe haven for Bosnians, Serbians, Croatians, Albanians, and Macedonians, and how the ensuing problems related to English-language learners have challenged the school district. A similar situation applies to Dearborn, Michigan, which has experienced an influx of Arabic-speaking pupils. CGI student-achievement evaluation findings for Region VI are provided. (DFR)