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Abstract
This commentary is derived from the five empirical articles that appeared in the April 2017 special issue on student engagement (Liem & Chong, 2017). Drawing on others’ critiques of engagement theory and research, and with full appreciation for theoretical and disciplinary diversity, I provide a high altitude, inclusive perspective of each article’s relationship to three vital types of engagement theory and research. I offer this typology in service of two purposes: (1) to assist readers’ ability to categorize, classify, synthesize, and integrate engagement research, theory, concepts, and definitions; (2) to highlight the practice implications that follow each study. I conclude the commentary by highlighting needs for engagement research to better attend to the day-to-day practice realities of school psychologists, educators, and other pupil support personnel. Improvement science is offered as a means of helping researchers and practitioners pursue this important bridge-building work.
References
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