ABSTRACT
It is an honor and a privilege to be invited to give a commentary on this wonderful collection of chapters. Th e authors of these chapters are my friends and have been my colleagues for quite a number of years. We have struggled with a fi eld that was ignored for many years and has fi nally come into its own. Th ese authors, with the wisdom and empirical results they contribute, represent a hope for the future of our fi eld as well as the future of education. Results from the fi elds of teaching, learning, and motivation-as an integrated and inclusive body of research and practice-now have a chance to infl uence education and its paradigm in innovative and transformative ways.
