Beyond the practicality of multi-age configurations, however, as I read the book, I was reminded of the professional and personal richness I experienced through the years when working with my colleagues in the school that “grew us all up” as teachers. To be sure, we had our share of days that were more about despair than victory working often with a sense of being lost in a swamp. Nonetheless, our mission was to create the most defensible and engaging method we could muster to support the success of our remarkably diverse learners. In that process, we became architects of curriculum, instructional inventors, assessment and grading pioneers, shapers of schedules, and partners with our students.

Carol Ann Tomlinson, EdD, Professor Emeritus, William Clay Parrish, Jr., Curry School of Education, University of Virginia

Our world is a multi-age learning community. With step-by-step guidance and insightful international perspectives, Cozza demonstrates how multi-age classrooms create students who become the actors and leaders in making change. For anyone who believes we must nurture independent thinkers and collaborative decision makers to solve our problems together, this book is a must-read.

A. Sarah Ilchman, Co-President, Institute of International Education (IIE), New York, NY

Dr. Cozza presents a distinct picture of the Multi-Age Classroom (MAC) learning environment. Dr. Cozza demonstrates the value in a MAC program where students and teachers focus on collaboration, and students can pursue individualized learning pathways through differentiated instruction. The leadership strategies, methods of varied instruction, and creation of a culturally responsive learning environment are concepts that are applicable to all schools, making this a must read for all in the field of education.

Gerard J. Buckley, Principal, Saint Mary's High School, Manhasset, NY

Dr. Cozza’s insights as to how the multi-age classroom can transform a school’s culture into a truly collaborative professional learning community should not be missed. She outlines clearly how to inspire school leaders, teachers, and community members to embrace innovative instructional strategies for both school and student improvement.

Caitlin Hale, Music Department Chairperson, Woodland Middle School, East Meadow, NY

Dr. Cozza’s extensive research and expertise in MAC and PLC frameworks are packaged into an accessible toolkit for educators, administrators, and families. This book is an essential read for anyone seeking to effect meaningful change and student-centered social justice in schools.

Kevin Allen Fleming, MAT, Assistant Director, Residential Life & Student Affairs, The Graduate School, Princeton University, Princeton, New Jersey