This book represents a collaborative effort among education scholars that addresses the theory, practice, and policy gaps that have plagued classrooms for a long time. Divided into three parts, it focuses on practical strategies for teaching and learning in different subject areas and at all levels; provides research-based models for improving teacher quality; and addresses diversity within classrooms with regard to the requirements for achieving excellence. This book will interest teachers, teacher educators, administrators, and policymakers. After a preface by Adnan Salhi, this book is divided into three parts and 12 chapters. Part I, Teaching and Learning Strategies, offers the initial chapters of the book: (1) Bridging the Theory, Practice, and Policy Gap for Achieving Excellence in Teaching and Learning (P. Rudy Mattai and Jacqueline M. Williams); (2) O.D.E.S.: A Strategy for Effective Teaching and Learning in the Classroom (Adnan Salhi); (3) Online Incidental Learning and Instantaneous Information Sharing in Teacher Education (Han Liu); and (4) Strategies for Developing Collaborative Skills in Undergraduate and Graduate Teacher Education Programs (Karen Schulte). Part II, Research and Models for Improving Teacher Quality, continues with the next chapters: (5) Longitudinal Study: Effects of Action Research on Educators' Professional Growth (Sandy Alber, Sally Edgerton, and Bess Kypros); (6) Follow the Teacher Leaders: The Potential of Teacher Leadership to Close the Achievement Gap (Pamela A. Morehead and Jumanne Sledge); (7) Infusing Technology to Increase Teachers' Comfort Level and Likelihood of Use (Anne Tapp, Poonam Kumar, and Elizabeth Hansen); (8) Preservice Teachers' Knowledge Development in Reading Instruction (Guidi Yang); and (9) Measuring the Gap between Knowledge and Teaching: The Development of the Mathematics Teaching Profile (MTP) (Naomi Jeffery Petersen). Part III, Diversity, Teaching, and Learning, concludes the book with the remaining chapters: (10) "Can You Spare Some Social Change?" Preparing New Teachers to Teach Social Justice in Times of Educational Reform and Standardized Curriculum (Finney Cherian); (11) Integrating Multicultural Themes with Content Area Subjects (Karen Bolak); and (12) Teaching in Diverse Classroom: Facts, Fiction, and Aspirations (Adnan Salhi).