A conceptual distinction is drawn between indicators, which serve to define latent variables, and outcomes, which do not. However, commonly used frequentist and Bayesian estimation procedures do not honor this distinction. They allow the outcomes to influence the latent variables and the measurement model parameters for the indicators, rendering…

Food and food concerns within the context of higher education have been under-researched, despite that food is essential and should be a basic provision for all. This theoretical paper advocates for the adoption of a transformative paradigm in researching food concerns at the university and makes an appeal to conduct research that promotes and is…

Community schools have long been accepted as an institutional mechanism for intervening in the relationship between poverty, poor educational outcomes and limited life chances. At a time when public services are being retracted, and disadvantaged places are being increasingly left to struggle, community schools are poised to become more important…

The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to…

Against a backdrop of the broader conversation around the mathematical achievement disparities of urban, minority students, the author reviews salient literature pertaining to student engagement as a means of identifying effective mathematical practices in engaging traditionally marginalized groups of students in their study of mathematics. First,…