School Psychology Review
Features Contemporary Scholarship
Advancing Diversity, Equity, and Inclusion
Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change
Shane R. Jimerson, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Dorothy L. Espelage, Jorge E. Gonzalez, Scott L. Graves, Francis L. Huang, Stacy-Ann A. January, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang & Frank C. Worrell (2021). Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change, School Psychology Review, 50:1, 1-7, DOI: 10.1080/2372966X.2021.1889938
School Psychology Unified Antiracism Statement and Call to Action
Enedina García-Vázquez, Linda Reddy, Prerna Arora, Franci Crepeau-Hobson, Pamela Fenning, Clifford Hatt, Tammy Hughes, Shane Jimerson, Celeste Malone, Kathleen Minke, Kisha Radliff, Tara Raines, Sam Song & Kelly Vaillancourt Strobach (2020). School Psychology Unified Antiracism Statement and Call to Action, School Psychology Review, 49:3, 209-211, DOI: 10.1080/2372966X.2020.1809941
Dieu M. Truong, Marie L. Tanaka, Jennifer M. Cooper, Sam Song, Devadrita Talapatra, Prena Arora, Pamela Fenning, Elizabeth McKenney, Stacy Williams, Kasee Stratton-Gadke, Shane R. Jimerson, Lauren Pandes-Carter, David Hulac & Enedina García-Vázquez (2021). School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence, School Psychology Review, DOI: 10.1080/2372966X.2021.1949932
Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology
Sujay V. Sabnis & Sherrie L. Proctor (2021). Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology, School Psychology Review, DOI: 10.1080/2372966X.2021.1949248
G. Thomas Schanding Jr., Gerald G. Strait, Valerie R. Morgan, Rick Jay Short, MacKenzie Enderwitz, Jeeva Babu & Melissa A. Templeton (2021). Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade, School Psychology Review, DOI: 10.1080/2372966X.2021.1927831
Elianny, E. (2021). Centering race to move towards an intersectional ecological framework for defining school safety for Black students. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2021.1930580
Janise S. Parker, Jasmine N. Garnes, Emily D. Oliver, Avery Amabile, & Ashwini Sarathy (2020). It Takes a Village: Understanding African American High School Students’ Self-Determination in School, School Psychology Review, 49:2, 111-129, DOI: 10.1080/2372966X.2020.1717371
Charity Brown Griffin, Isha W. Metzger, Colleen A. Halliday-Boykins & Claudia A. Salazar (2020). Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender, School Psychology Review, 49:3, 222-238, DOI: 10.1080/2372966X.2020.1726810
Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
Cody Gion, Kent McIntosh & Sarah Falcon (2020). Effects of a Multifaceted Classroom Intervention on Racial Disproportionality, School Psychology Review, DOI: 10.1080/2372966X.2020.1788906
Culturally Appropriate Math Problem-Solving Instruction With English Language Learners
Carla Luevano & Tai A. Collins (2020) Culturally Appropriate Math Problem-Solving Instruction With English Language Learners, School Psychology Review, 49:2, 144-160, DOI: 10.1080/2372966X.2020.1717243
Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?
Colleen L. Eddy, Francis L. Huang, Daniel R. Cohen, Kirsten M. Baker, Krista D. Edwards, Keith C. Herman & Wendy M. Reinke (2020). Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?, School Psychology Review, 49:3, 239-255, DOI: 10.1080/2372966X.2020.1733340
Amy E. Fisher, Sycarah Fisher, Chelsea Arsenault, Rachel Jacob & Jessica Barnes-Najor (2020). The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents, School Psychology Review, 49:3, 291-305, DOI: 10.1080/2372966X.2020.1760690
Brittany Zakszeski, Robin L. Hojnoski, Bridget V. Dever, George J. DuPaul & Megan M. McClelland (2020). Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors, School Psychology Review, 49:2, 161-177, DOI: 10.1080/2372966X.2020.1717373
Isaiah B. Pickens (2021). Integrating a Culturally Responsive Lens Into Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks, School Psychology Review, DOI: 10.1080/2372966X.2021.1912389
Alisha Wackerle-Hollman, Lillian Durán, Alejandra Miranda, Carlos Chávez, Michael Rodriguez & Norma Medina Morales (2021). Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children, School Psychology Review, DOI: 10.1080/2372966X.2021.1906620
Matthew Rivas-Koehl, Alberto Valido, Dorothy L. Espelage, Luz E. Robinson, Jun Sung Hong, Tomei Kuehl, Sasha Mintz & Peter A. Wyman (2021). Understanding Protective Factors for Suicidality and Depression Among U.S. Sexual and Gender Minority Adolescents: Implications for School Psychologists, School Psychology Review, DOI: 10.1080/2372966X.2021.1881411
COVID-19 and School Psychology: Adaptations and New Directions for the Field
Samuel Y. Song, Cixin Wang, Dorothy L. Espelage, Pam Fenning & Shane R. Jimerson (2020). COVID-19 and School Psychology: Adaptations and New Directions for the Field, School Psychology Review, 49:4, 431-437, DOI: 10.1080/2372966X.2020.1852852
Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?
Robert David Richardson, Louis Marshall Rocconi & Margaret Adams Crewdson (2020). Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?, School Psychology Review, 49:4, 480-492, DOI: 10.1080/2372966X.2020.1787080
Examining Bridges in Mathematics and Differential Effects Among English Language Learners
Garret J. Hall, Patti Schaefer, Teri Hedges & Eric Grodsky (2021). Examining Bridges in Mathematics and Differential Effects Among English Language Learners, School Psychology Review, DOI: 10.1080/2372966X.2020.1871304
Sonali Rajan, Prerna Arora, Bryan Cheng, Olivia Khoo, & Helen Verdeli (2021). Suicidality and Exposure to School-Based Violence Among a Nationally Representative Sample of Asian American and Pacific Islander Adolescents, School Psychology Review, DOI: 10.1080/2372966X.2020.1832864
Yijun Ye, Cixin Wang, Qianyu Zhu, Minxuan He, Mazneen Havawala, Xuefeng Bai & Tian Wang (2021). Parenting and Teacher–Student Relationship as Protective Factors for Chinese Adolescent Adjustment During COVID-19, School Psychology Review, DOI: 10.1080/2372966X.2021.1897478
Rebecca L. Fix, Cindy M. Schaeffer, Jill H. Bohnenkamp & Sharon Hoover (2021). Understanding Disproportionate Suspension Practices for Black Students in Elementary, Middle, and High Schools, School Psychology Review, DOI: 10.1080/2372966X.2021.1881819
Daniel R. Cohen, Crystal Lewis, Colleen L Eddy, Lauren Henry, Caroline Hodgson, Francis L. Huang, Wendy M. Reinke & Keith C. Herman (2021). In-School and Out-of-School Suspension: Behavioral and Psychological Outcomes in a Predominately Black Sample of Middle School Students, School Psychology Review, DOI: 10.1080/2372966X.2020.1856628
Student Engagement among High School English Learners with Reading Comprehension Difficulties
Kelly J. Williams, Leticia R. Martinez, Anna-Mária Fall, Jeremy Miciak & Sharon Vaughn (2021). Student Engagement among High School English Learners with Reading Comprehension Difficulties, School Psychology Review, DOI: 10.1080/2372966X.2020.1868948
Good Intentions are Not Enough: Centering Equity in School Discipline Reform
Gregory, A., Osher, D., Bear, G. G., Jagers, R. J., & Sprague, J. R. (2021). Good intentions are not enough: Centering equity in school discipline reform. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1861911
Yang, C., Lin, X., & Stomski, M. (2021). Unequally safe: Association between bullying and perceived school safety and the moderating effects of race/ethnicity, gender, and grade level. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1860427
Girvan, E. J., McIntosh, K. & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1838232
Yang, C., Manchanda, S., Lin, X. & Teng, Z. (2021). An intersectional examination of the effects of race/ethnicity and immigrant status on school victimization in predominantly Hispanic/Latinx high schools. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1840262
Knox, J., Gibson, S., Gönültaş, S., & Mulvey, K. L. (2021). School connectedness and bystander intervention: The moderating role of perceived exclusion and privilege among African American students. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1846459
Heath Marrs, Melissa De Leon & Timothy Lawless (2021). Use of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners, School Psychology Review, DOI: 10.1080/2372966X.2021.1917971
N. M. Reyes, E. Moody, K. Hightshoe, S. Davidon, S. Rosenberg, E. Dahl & L. F. Kubicek (2021). Factors That May Influence Social Communication Questionnaire (SCQ) Scores: An Examination of the Spanish and English SCQ in School-Aged Students, School Psychology Review, DOI: 10.1080/2372966X.2021.1927830
Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology
Sally L. Grapin, DeVanté J. Cunningham & Melissa Sital (2021). Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology, School Psychology Review, DOI: 10.1080/2372966X.2021.1878389
In addition to the above papers already available in School Psychology Review, there are many more that will be included in the forthcoming issues, including special topic sections featuring articles advancing diversity, equity, and inclusion.
Preventing School Violence and Promoting School Safety
Mayer & Nickerson
Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students
Gonzalez, Linan-Thompson, & Duran
Addressing Youth Suicide Through Prevention, Intervention, and Postvention
Espelage, Boyd, & Renshaw
Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology
Sullivan & Worrell
Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology
Sullivan, Arora, & Song
Promoting the Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success
Woods, Heidelburg, Collins, & Graves
School Climate, Bullying, and Social–Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth
La Salle, Yang, & Espelage
Prejudice Reduction and Antiracism Professional Development in P-12 Settings: Promise and Perils
Blake & Fenning
If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange
We look forward to further communications.
Sincerely,
Editor |
University of California, Santa Barbara |
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Senior Editor |
Texas A&M University |
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Senior Editor |
Eastern Illinois University |
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Senior Editor |
University of North Carolina |
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Senior Editor |
University of Houston |
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Senior Editor |
University of Minnesota |
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Senior Editor |
University of California, Berkeley |
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Associate Editor |
Columbia University |
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Associate Editor |
The Ohio State University |
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Associate Editor |
University of Missouri |
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Associate Editor |
University of South Florida |
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Associate Editor |
Utah State University |
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Associate Editor |
University of Nevada, Las Vegas |
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Associate Editor |
University of Maryland |