Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed…

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe…

In this closing chapter and commentary to the special issue of "High Ability Studies" focusing on self-regulated learning (SRL) in gifted, high ability, and talented students, I delineate a number of promising challenges and directions for future theory, methodology, research, and applications in the domain of self-regulated learning. I…

Peer relationships form a key developmental context. The current study investigated differences in peer acceptance between high-ability and average-ability youth, from the perspectives of teachers, peers, and students. Relying on the person-group similarity model, we also tested whether high-ability students' acceptance would depend on the peer…

Background: Research over the past two decades documents how social capital, or the resources attained through social relationships, is associated with a range of outcomes at both the individual and organizational levels. Yet few, if any, studies explore the relationship between social capital and teaching self-efficacy. Given that teaching…

Research impact features heavily in debates about 'the measured university' and is now formally assessed by governments in the UK and Australia. Yet clear guidance on how impact can be measured in non-monetary ways is often lacking because of confused thinking and the context-specific nature of outcomes. To help resolve this, we first propose a…

Addressing themes from the Douglas Fir Group's (2016) transdisciplinary framework, this paper bridges boundaries between cognitive and social disciplines by showing how social contextual factors can affect the psycholinguistic development of complexity, accuracy, and fluency (CAF) in learner language. Sociolinguistic and sociocultural frameworks…

Social aspects of second language acquisition (SLA) and the contexts in which people attempt to learn and use languages and seek to become integrated within new and changing cultures have been examined for decades from various theoretical perspectives. In this article, I present some of the ways in which 'social' experience is being theorized in…

We examined whether variations in contextual diversity, spacing, and retrieval practice influenced how well adults learned new words from reading experience. Eye movements were recorded as adults read novel words embedded in sentences. In the learning phase, unfamiliar words were presented either in the same sentence repeated four times (same…

Social Cognitive Career Theory (SCCT) presupposes that contextual supports play key roles in the career development process. However, little research has examined the relationship between high school career development experiences and persisting in a college major. The present study examined the predictive influence of the contextual support…

Notions of accessibility bring to question the perceived deficits in narrative comprehension for autistic people. This deficit has been positioned as having a cognitive processing disposition towards local coherence, rather than global coherence. Rather than a unitary deficit in the individual, reduced performance on inferential narrative…

Despite different epistemologies and assumptions, all theories in second language (L2) acquisition emphasize the centrality of context in understanding L2 acquisition. Under the assumption that language emerges from use in context, the cognitivist approach focuses on distributions and properties of input to infer both learning objects and process…

Linguistic analyses of the Question Under Discussion (QUD) provide an interesting extension to Tony Sanford's work on discourse coherence (e.g., Sanford & Emmott, 2012). The QUD approach claims that discourse is organized by a series of overt and covert questions and answers to, or comments on, them. In a coherent discourse, material that…

I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the "Handbook of Research the Social Foundations of…

We evaluated a procedure for teaching two children, one typically developing and one with autism, a higher-order generalized operant response class of unscrambling sight words. The procedures were efficacious in teaching the participants to unscramble words appearing in isolation and in the context of a sentence, with 98% of the presented…