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About School Psychology Review
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School Psychology Review (SPR) is
a refereed journal published quarterly by NASP. Its primary purpose is
to provide a means for communicating scholarly advances in research, training,
and practice related to psychology and education, and specifically to school
psychology. Of particular interest are articles presenting original,
data-based research that can contribute to the development of innovative
intervention and prevention strategies and the evaluation of these approaches. SPR presents
important conceptual developments and empirical findings from a wide range
of disciplines (e.g., educational, child clinical, pediatric, community,
and family psychology, as well as education and special education) and
communicates advances from within school psychology to the broader educational
and psychological communities.
School Psychology Review places emphasis on original, data-based
research, but the journal is receptive to reviews with implications for public
policy and innovative program development, and well-designed case studies
illustrating strategies for linking research and practice. Although a wide
range of topics relevant to school psychology, education, and related disciplines
are of interest, SPR places a priority on articles that relate
directly to one or more outcome goals delineated at the Multisite Conference
on the Future of School Psychology (see School
Psychology Review, 33(1), 2004).
Portions of two issues each year are reserved
for special series on themes deemed by the leadership team to be of major
interest to school psychology. The majority of journal space, however,
is devoted to unsolicited manuscripts covering a wide
range of topics.
All manuscripts submitted for review are subject to a masked, peer-review
process involving members of the Editorial Advisory Board and ad hoc reviewers.