While the great scientists of the past recognized a need for a multidisciplinary approach, today's schools often treat math and science as subjects separate from the rest. This not only creates a disinterest among students, but also a potential learning gap once students reach college and then graduate into the workforce. Cases on Research-Based Teaching Methods in Science Education addresses the problems currently facing science education in the USA and the UK, and suggests a new hands-on approach to learning.

Inquiry-Based Learning (IBL) is a learner-centered and active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components: 1) exploration and discovery (e.g., problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g., field studies, case studies), and 3) research-based approach (e.g., research-based learning, project-based learning).

Inquiry-based learning (IBL) is a learner-centered, active learning environment where learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field and case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where learners identify their own issues and questions and the teacher serves as guide in the learning process.

Inclusion Strategies That Work!: Research-Based Methods for the Classroom

The go-to book for including ALL learners in educational success! Teaching students with diverse needs require educators to employ empathy, responsiveness, and patience. This book has long been the indispensible resource for K-12 teachers as they confidently form lesson plans and strategies for inclusion.

The widespread use of English as an International Language (EIL) in different parts of the world for administrative, business, educational and social purposes has given rise to questions such as what counts as ?Standard English? and ?literacy?. This edited volume is designed to provide a scholarly and research-based discussion on how English in education can be (re)conceptualized and understood in light of the dynamic and changing nature of English.