Working in an interdisciplinary manner is long pursued but a difficult goal of science and mathematics education. The interdisciplinarity of science and mathematics can occur when connections between those disciplines are identified and developed. These connections could be expressed in the educational policies, curriculum, or in the science and mathematics teachers' educational practices. Sometimes those connections are scarce, but in other moments, full integration is achieved. Interdisciplinarity Between Science and Mathematics in Education presents results of good practices and interdisciplinary educational approaches in science and mathematics. It presents a broad range of approaches for all educational levels, from kindergarten to university. Covering topics such as computer programming, mathematics in environmental issues, and simple machines, this premier reference source is an excellent resource for administrators and educators of both K-12 and higher education, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians.

It is not difficult to argue that the social sciences are in a period of transition. Our day-to-day lives have been marked by uncertainty as our social lives have vacillated wildly between highs and lows, tensions between fellow citizens have heightened along ideological fault lines, and educators have been placed squarely at the center of public discourses about what-and how-we should be teaching. By any measure, we are living in a time where every moment seems to be rife with high stakes realities that must be navigated. Ladson-Billings (2020) called on educators to reimagine education and contest the notion of a "return to normal." In the current highly polarized context where we see multiple competing narratives, rather than promoting a "return to normal" or "business as usual" approach, we argue that educators must use the lessons of the last two years, as well as draw on what we have learned from history and the social sciences. By asking ourselves how we might interrogate and inform current social landscapes and the challenges that arise from them, we have the opportunity to take leadership in fostering innovation, building solidarity, and re-imagining the teaching and learning of history and the social sciences. We recognize that humans live in multiple complex communities that include intersectional identities; relationships with power, agency, and discourses; and lived realities that are as unique as they are divergent. Consequently, the task of educators, and the goal of this volume, is to provide a clarion voice to a dynamic, relational, and undeniably human social world.

Based on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to use new knowledge swiftly and accurately.

This book is intended to inform and educate college/university faculty about how to design, implement and evaluate their own PBL program in the undergraduate and graduate educational learning environment. The objective of this 'how to' book is to provide college/university faculty with ways to establish, use and evaluate a successful problem based undergraduate or graduate program. There is an increase in businesses and schools that are using some form of problem-based learning on a daily basis. By educating undergraduate and graduate students with this service delivery model they will be better prepared to enter the work force and perhaps increase their marketability. This can be used as professional development to learn how to use PBL in undergraduate and graduate courses. Also, college faculty can model to their students how to use PBL in their own classrooms in the future.

Multilingualism and internationalization of higher education is a contemporary reality world-wide. Specifically, multilingualism in higher education is a multi-faceted issue that requires special attention and is important in language learning policy. Special professional and education training should be provided both to teachers and students in to raise their awareness about the benefits of multilingualism and multiculturalism, intercultural communication, equity and equality, inclusive teaching and learning, international collaboration, and more. Multilingual education can promote linguistic and cultural diversity, cognitive, effective, and social development, and can help to overcome monolingual bias and enrich learning and teaching experience in the higher education settings. This book provides insights in the field of multilingualism and multilingual education based on conceptual and empirical studies that will provide evidence in support of sustainable multilingualism in higher education. Topics covered will include language learning and teaching, language education policy, ethical issues of language teaching, equity, and equality, (digital) critical literacy, critical dialogue in academic settings, language attitudes and perceptions, code-switching and code-mixing, translanguaging, internationalization and customization of higher education, minority and immigrant students and instructors, and more. This book links theory with practice, to include the views of students, teachers, educators, language policy experts, scholars, and researchers and to contribute to the field of Applied Linguistics and Education.

What happens to teaching when you consider the whole body (and not just "brains on sticks")? Starting from new research on the body--aptly summarized as "sitting is the new smoking"--Minding Bodies aims to help instructors improve their students' knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than "brains on sticks." It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely. Minding Bodies draws from a wide range of body/mind research in cognitive psychology, kinesiology, and phenomenology to bring a holistic perspective to teaching and learning. The embodied learning approaches described by Susan Hrach are inclusive, low-tech, low-cost strategies that deepen the development of disciplinary knowledge and skills. Campus change-makers will also find recommendations for supporting a transformational mission through an attention to students' embodied learning experiences.

This book will be written primarily for graduate students, advanced undergraduates, and professionals in the fields of school psychology, special education, and other areas of education, as well as the health professions. We see the book as being a viable textbook for courses in research design, applied statistics, applied behavioral analysis, and practicum, among others. We would not assume of the readers any prior knowledge about single subjects designs, nor any prior statistical experience. We will provide an introductory chapter devoted to basic statistical concepts, including measures of central tendency (e.g., mean, median, mode), measures of variation (e.g., variance, standard deviation, range, inter-quartile range), correlation, frequency distributions, and effect sizes. In addition, given that the book will rely heavily on R software, the introductory chapter will also devote attention to the basics of using the software for organizing data, conducting basic statistical analyses, and for graphics. The R commands used to carry out these analyses will be largely automated so that users will only need to define the range for their data, and then enter it into the R spreadsheet. We envision these tools being available on the book website, with instructions for using them available in the book itself. We envision the book as being useful either as a primary text for a course in educational research designs, school psychology practicum, applied behavioral analysis, special education, or applied statistics. We also anticipate that individuals working in schools, school districts, mental health facilities, hospitals, applied behavioral analysis clinics, and evaluation organizations, as well as faculty members needing a practical resource for single subject design research, will all serve as a market for the book. In short, the readership would include graduate students, faculty members, teachers, psychologists, social workers, counselors, medical professionals, applied behavioral analysis professionals, program evaluators, and others whose work focuses on monitoring changes in individuals, particularly as the result of specific treatment conditions. We believe that this book could be marketed through professional organizations such as the American Educational Research Association (AERA), the National Association of School Psychologists, the National Association of Special Education Teachers, the Association for Professional Behavior Analysis, the American Psychological Association (APA), the Association for Psychological Science, and the American Evaluation Association. Within AERA, the following special interest groups would have particular interest in this book: Action Research, Classroom Observation, Disability Studies in Education, Mixed Methods Research, Qualitative Research, and Special Education Research. The book could also be marketed to state departments of education and their special education and school psychology divisions. Currently, many state departments of education require documentation for Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) procedures for individual students. The method taught in this proposed book would allow educators and student support personnel to document the effectiveness of interventions systematically and accurately.