This paper reports on a key representation, a triple number line, designed as part of the first author's doctoral study. The study sought ways to represent multiple constructs of fractions in the context of merging music and mathematics to support learners' understanding of fractions. A problem scenario was designed guided by Realistic Mathematics…

As an artist/academic, I discuss my pedagogical interventions in teaching Odissi through studio, theory, and praxis courses to populations across university students and professional artists. Through interdisciplinary research, I work at the confluence of historical and contemporary forces. Casteist, fundamentalist, racist, sexist, ablist, and…

This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call…

Immune literacy--the ability to hear, learn, read, write, explain, and discuss immunological content with varied audiences--has become critically important in recent years. Yet, with its complex terminology and discipline-specific concepts, educating individuals about the immune system and its role in health and disease may seem daunting. Here, we…

Dive into the possibilities of moving toward a personalized approach to education. With contributions from educators around the world, "PLCs at Work® and the IB Primary Years Programme" examines practices from envelope-pushing schools within the International Baccalaureate Primary Years Programme (PYP) and shows how the tenets of…

This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an…

The primary aim of institutional learning outcomes assessment is the creation of a culture of assessment where faculty use evidence-based data to validate and improve teaching and learning for the benefit of students. Faculty are key to these processes and yet, they are often woefully disengaged from them. This paper presents findings from an…

This action research project aimed to introduce and examine the impact of Professional Learning Communities (PLCs), the Meeting Wise Process, and the Data Wise Process on teaching practices at a Chinese middle school. PLCs, a collaborative model for continuous professional development, have been widely adopted in various educational contexts but…

Over the past decades, but particularly as a response to the global pandemic, online language technologies have made blended approaches increasingly practical for the language learning classroom. Despite the growing interest in blended learning generally, research has shown an overemphasis on comparative studies (Goertler, 2019), and left the…

Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based…

A shortage of science and engineering professionals has led to an effort to engage and retain higher education students in science, technology, engineering, and mathematics (STEM) majors in the United States. School reformers call on faculty members to shift their teaching practices towards evidence-based instructional strategies that involve…

This study investigates the perceived benefits to academics who assess HEA Fellowship applications in one institution. Results show that the assessors experience similar benefits from engaging with the continuing professional development (CPD) scheme as those reported by applicants. The data also indicate that the scheme nurtures a…

Active learning research emerged from the undergraduate STEM education communities of practice, some of whom identify as discipline-based education researchers (DBER). Consequently, current frameworks of active learning are largely inductive and based on emergent patterns observed in undergraduate teaching and learning. Alternatively, classic…

Classroom discourse is an interdisciplinary area of study that contributes to multiple domains of knowledge, including pedagogy, teacher training, second language acquisition, and communities of practice, to name a few. As classroom discourse continues to grow and evolve, so too have the approaches used by scholars to investigate the discourse in…

This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts…