Background: Undergraduate students in healthcare professions need to develop critical thinking skills in order to be prepared to deliver patient-centered high-quality care upon graduation. The new Canadian Athletic Therapy Association (CATA) competency framework includes a "scholar" role, placing emphasis on knowledge and skills related…

Cultures of performative accountability in education have been on the rise globally since the 1980s. Accordingly, teachers have increasingly been encouraged to understand their work in relation to particular forms of 'evidence'. All evidence, however, is not regarded as equal, and sources of evidence privileged within cultures of performative…

The COVID-19 pandemic upended higher education in March 2020 and has continued into 2022. Within days of the international lockdowns, an emergency conversion from face-to-face (F2F) to remote learning occurred. Educators scrambled to convert their in-class teaching into some version of online teaching. The transformations ignited a surge in…

This chapter describes two case studies that highlight how courses can be taught simultaneously in classrooms across partnering university campuses using the effective, evidence-based team-based learning (TBL) method. The objective is to assist faculty in effectively using TBL in a synchronous virtual collaborative space.

For contemporary teaching, teachers need good knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment…

The Session Rating Scale 3.0 (SRS 3.0) is an ultra-brief measure of the therapeutic alliance, frequently used to provide feedback to the clinician during the therapeutic process (Prescott et al. [2017]. "Feedback-informed treatment in clinical practice. Reaching for excellence." American Psychological Association (APA).…

The purpose of this article is to describe what needs to happen in Australian schools to provide effective literacy support for adolescent students with reading difficulties. The central thesis of this paper is that the Response to Intervention (RtI) model provides a useful framework for organizing multi-tiered evidence-based reading interventions…

The term "self-regulation" (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step…

School psychologists (SPs) have emerged as a key agent in delivering or orchestrating evidence-based, behavioural interventions in specialist settings with students who have a disability and challenging behaviour. These trends in practice create complex tensions and ethical dilemmas for SPs. UNICEF (2017) argue that all children with disabilities…

Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism…

This article is the second of a series of articles appearing in "Communiqué" about how school psychologists can adopt and promote the evidence-based practices in math assessment and instruction. The focus of this article is on measuring math skills for screening, diagnostic decisions, and progress monitoring. [For the first article in…

This paper examines the connections and disconnections between teacher education policy and research, and considers future opportunities for teacher education research by rethinking the notion of evidence as it is conceptualised in current policy debates. Historically, teacher education was positioned as a training issue, then as a learning issue,…

Since the Industrial Revolution in the early 19th century, technological advances have driven the workforce's skill set requirements. Rapidly evolving technology, including advanced automation and artificial intelligence, spark organizational needs to thrive in a time of uncertainty and accelerating change. Increasing demands from this highly…

In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to…

Formative assessment can be a powerful tool to support effective K-12 computer science (CS) instruction. Having teachers and students engage with the formative assessment process can increase student engagement and improve learning outcomes. In this guide, the authors show readers how to apply the five-step process outlined in the corresponding…