This personal reflective essay explores a group Dissertation in Practice (DiP) model and process used in a localized Doctor of Education program. It describes and recommends this team-based DiP approach as an innovation that prepares practitioners to tackle complex problems of practice by focusing on a process centered around group dynamics that…

Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…

This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows:…

One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to…

Individuals with Limited English Proficiency (LEP) are disproportionately affected by disparities in the United States (U.S.) healthcare system due to medical miscommunications, misdiagnoses, and treatment errors. The purpose of this commentary is to provide an overarching social-ecological perspective on how to enhance patient-centered…

Many of the papers in this special issue draw on the fundamental model of numeracy developed by Goos et al. (Transforming mathematics instruction: multiple approaches and practices. 81-102, 2014). Four elements in that model--contexts, tools, dispositions, and mathematical knowledge--are embedded within a critical orientation, and being, or…

Massive open online courses (MOOCs) are online courses aimed at global unlimited participation, originally conceptualised to carry no fee and offer no formal accreditation to the students (McAuley et al. 2010). Although their pedagogies vary, the most popular MOOC providers (e.g., Coursera, FutureLearn and EdX) are turning towards what Rodriguez…

This commentary was stimulated by Yeping Li's first editorial (2014) citing one of the journal's goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four…

In this brief colloquium, the authors consider a reconfiguring of quality and how this has impacted on practice in an early years setting. They demonstrate how their move from a formal quantitative strategic plan for the setting to their current narrative version, known as "Violet's Story", contributes to the academic debate of quality…

In this commentary, author Nancy Franz reflects on her 2009 " Journal of Higher Education Outreach and Engagement" article "A Holistic Model of Engaged Scholarship: Telling the Story across Higher Education's Missions" (EJ905411) reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and…

In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the…

The authors of this article comment on "Construct Maps as a Foundation for Standard Setting," by Adam E. Wyse (this issue) in which Wyse presents construct maps, a visual display of a variety of sources of evidence that support standard-setting decisions, and shows how this approach could be used with a variety of existing…

This is a brief reply to Malewski's response to our article, "Disciplined Judgment: Toward a Reasonably Constrained Constructivism." There are several essential problems with the arguments presented in his article: (a) first, the intentions ascribed to our project in Dr. Malewski's response are inaccurate; (b) the response is supported…

"The Integration Anomaly" explores a "puzzling divergence" between changes in metropolitan residential and school segregation. Based on a review of existing literature, it argues that the best way to address rising school segregation is to decouple school assignment from neighborhoods through universal school choice. The report…

Black, Wilson, and Yao (this issue) commendably attempt to put descriptive theory at the center of pedagogy, assessment, and curriculum. The thrust of their article is that only through theories of learning will student progression be properly understood. Casting a critical eye over the faddish distinction between "formative" and "summative"…