In a large meeting room, community leaders and teachers have gathered for an informal dinner. At the front of the room, six teachers, dressed in white lab coats, participate in a skit that pokes fun at stereotypes of scientists. After the laughter subsides, they present a serious message: The traditional elementary schedule does not provide enough time for authentic, hands-on science. To support their message, they share examples of student work that they collected when they stretched the time periods for science. Later, during a breakout session, a soft-spoken teacher tells the story of a child who found school difficult and her efforts to teach him self-discipline. Rethinking her responses to him and studying his responses to her have dramatically changed her approach toward classroom