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| School Psychology Review | |
|---|---|
| Title | School Psychology Review |
| Discipline | School psychology |
| Abbreviation | S.P. Rev. |
| Publisher | National Association of School Psychologists |
| Country | United States |
| Frequency | Quarterly |
| History | 1972–present |
| Issn | 0279-6015 |
School Psychology Review is a quarterly peer-reviewed journal published by the National Association of School Psychologists focused on empirical research, theory, and practice relevant to child and adolescent assessment and intervention. The journal serves readers in clinical and applied settings including practitioners from the American Psychological Association, scholars associated with the American Educational Research Association, and policymakers connected to the U.S. Department of Education. It bridges researchers from institutions such as Harvard University, University of California, Los Angeles, University of Michigan, and University of Minnesota with practitioners in school districts like New York City Department of Education, Los Angeles Unified School District, and Chicago Public Schools.
Founded in 1972, the journal emerged amid debates hosted by organizations including the National Association of School Psychologists, the American Psychological Association divisions concerned with child psychology, and conferences at the University of Illinois at Urbana–Champaign. Early editorial leadership drew on scholars affiliated with University of Texas at Austin, Vanderbilt University, and Temple University and responded to legislative shifts such as the Education for All Handicapped Children Act and later reauthorizations like the Individuals with Disabilities Education Act. Over successive decades editorial boards included contributors connected to centers like the Child Study Center (Yale University), the Carnegie Foundation for the Advancement of Teaching, and think tanks engaged with assessments used in districts such as Miami-Dade County Public Schools.
The journal prioritizes manuscripts addressing assessment tools, intervention efficacy, and psychometric validation used with populations served by entities such as the American Speech-Language-Hearing Association and the Council for Exceptional Children. Topics often intersect with work produced at laboratories in Johns Hopkins University, Columbia University, and University of Pennsylvania, and reference measurement frameworks like those advanced by the National Center on Educational Outcomes. It publishes studies employing methods comparable to those found in outlets favored by scholars from the Brookings Institution, the RAND Corporation, and centers such as the Child Trends research institute.
Editorial leadership typically comprises a chief editor affiliated with a research university—examples include faculty from University of Oregon, University of Florida, and University of North Carolina at Chapel Hill—supported by associate editors drawn from programs at Arizona State University, University of Wisconsin–Madison, and Penn State University. The publisher, the National Association of School Psychologists, manages production cycles on a quarterly basis with peer review processes paralleling practices endorsed by the Council of Science Editors and ethics policies aligned with the American Psychological Association guidelines. Special issues have been guest-edited by scholars connected to institutes such as the Center on Great Teachers and Leaders and centers within the University of California, Berkeley.
The journal is abstracted and indexed in major services used by researchers at PsycINFO, ERIC, and the Social Sciences Citation Index, facilitating discoverability among members of the American Educational Research Association and scholars at repositories maintained by institutions like Stanford University and the Library of Congress. Citation tracking engages databases run by organizations such as Clarivate Analytics and metrics consulted by faculty at Massachusetts Institute of Technology and University of Chicago.
Citations and influence are often discussed at meetings of the National Association of School Psychologists and presented at conferences organized by the American Educational Research Association and the Society for Research in Child Development. The journal's articles inform practice guidance used by local districts including Boston Public Schools and international collaborators such as the Organization for Economic Co-operation and Development. Reviews in outlets like the Journal of Educational Psychology and discourse at symposia hosted by Columbia Teachers College reflect its standing among school-based clinicians and academic researchers.
Notable contributions have included psychometric critiques and meta-analyses authored by researchers affiliated with University of California, Berkeley, University of North Carolina at Chapel Hill, and Rutgers University, and special issues focusing on topics with collaborators from the Child Mind Institute, the Family Resource Center, and programs at George Washington University. Guest editors from University of Minnesota and Ohio State University have overseen thematic issues on assessment fairness, intervention scale-up, and culturally responsive practices cited in reports by the National Academies of Sciences, Engineering, and Medicine.
The journal is the official publication of the National Association of School Psychologists and maintains affiliations with professional bodies such as the American Psychological Association divisions concerned with school-based practice, the Council for Exceptional Children, and networks connected to university training programs at University of Kansas, University of Iowa, and Michigan State University. Collaborative initiatives link the journal to practitioner communities in districts like Philadelphia School District and international partners represented at meetings of the International School Psychology Association.
Category:Academic journals