Role of Mentoring in Pursuit of School Psychology Academic Careers

Researchers appear to assume that published research is limited to significant findings. If that is the case, it may be related to perceived or actual publication bias (i.e., journals publishing only significant findings) and/or the file-drawer problem (i.e., researchers not pursuing publication of null results). The lack of published null results can result in faulty decision-making based upon incomplete evidence. Thus, it is important to know the prevalence of, and the contributing factors to, researchers' failure to submit null results. Few studies have addressed this issue in psychology and none have targeted school psychology. Consequently, this study examined the file drawer problem and perception of publication bias among school psychologists. Survey data from 95 school psychology faculty indicated that participants published about half of the studies that they had conducted, suggesting that the file drawer problem is experienced by this population. While lack of time appeared to impact publication pursuit, participants' responses also suggested they believed in publication bias. Obtaining null results substantially impacted the decision to write up studies in pursuit of publication. Therefore, it seems that a sizeable percentage of school psychology research is not available for review by researchers or practitioners.

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If I had Known that 35 Years Ago: Contextualizing the Copper Mines of Central Africa

History in Africa ◽

10.2307/3172150 ◽

1999 ◽

Vol 26 ◽

pp. 449-452 ◽

Cited By ~ 2

Author(s):

Bruce Fetter

Keyword(s):

Economic History ◽

Central Africa ◽

Academic Careers ◽

Copper Industry ◽

New Approach ◽

European Economic ◽

The World ◽

Copper Mines ◽

Primary Materials

The process of normal scholarship leads young historians to focus on their fields of research with an intensity that is unparalleled during their academic careers. It is no wonder that after a certain interval many change directions, if only to escape the tyranny of the overly familiar. Occasionally, however, we encounter a new approach to our old questions, which forcibly brings us back to our original topic, not with the initial ardor but with the nostalgia of suddenly coming across the photograph of a teenager's crush.Such was my response to discovering Christopher Schmitz's, “The Changing Structure of the World Copper Market, 1870-1939,” in a recent number of the Journal of European Economic History. I wondered just how I would have approached my study of the Central African mines if, between 1963 and 1983, I had had access to this account of the copper industry in its global setting. Mind you, my thirty-one years' experience with undergraduates and master's candidates suggests that it might have made no difference to me at all. So intense is the concentration of our apprentice-historians on their primary materials that it is often difficult to get them to consider contexts beyond those inherent in the sources they use.What was new about Schmitz's synthesis? That is difficult to isolate. He has, indeed, written a series of studies of the copper industry. The article under discussion offers generalizations about the industry as a whole between 1870 and 1939 and the role of various producers and consumers in it for the same period. For the sake of Africanist readers, let me summarize them.

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Personal Constructs in School Psychology

School Psychology International ◽

10.1177/014303438700800102 ◽

1987 ◽

Vol 8 (1) ◽

pp. 11-20 ◽

Cited By ~ 1

Author(s):

Michael Reynolds ◽

Henry L. Janzen

Keyword(s):

School Psychology ◽

Work Experience ◽

Personal Construct ◽

Personal Construct Theory ◽

Personal Constructs ◽

Positive Aspect ◽

Construct Theory ◽

Grid Technique

George Kelly's personal construct theory and Rep Grid technique was followed to analyse perceptions of some aspects of the role of psychologist in the schools. Differences in role subsystems for ‘trainees’ and ‘experts’ were examined in the light of personal construct corollaries. Subjects were 23 ‘trainees’ and 15 ‘experts’. Investigation of the results indicated tentative support for the existence of a specific subsystem for the role of psychologist in the schools. Subjects who had previous work experience were able to make more extreme and consistent characterizations than their inexperienced counterparts. More agreement was evident for both groups when role descriptions contained a positive aspect.

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Complex Situational Tasks in Assessment of Educational Outcomes in “Psychological Assessment of Students” Module of the Master’s Programme in School Psychology

Psychological-Educational Studies ◽

10.17759/psyedu.2016080310 ◽

2016 ◽

Vol 8 (3) ◽

pp. 105-114

Author(s):

T.Y. Andrushchenko ◽

A.S. Shubina

Keyword(s):

Performance Evaluation ◽

School Psychology ◽

Graduate Students ◽

Psychological Assessment ◽

Educational Psychology ◽

Educational Outcomes ◽

Real Life ◽

Professional Activity ◽

Self Assessment

The paper discusses the content of midterm performance evaluation of graduate students within the “Psychological Assessment” module of the master’s programme in School Psychology and focuses on the logic of the module’s design in relation to the professional standard in Educational Psychology. Complex situational tasks are considered in the modular program as the main means of assessing educational outcomes. The content of these tasks is determined by a range of diagnostic situations and closely corresponds with the real-life practice of educational psychologists. Setting complex situational tasks is related to a number of components of the educational psychologist’s professional activity in the field of psychological assessment, such as: planning the sequence of professional actions; ensuring the methodological background for assessment; taking into account deontological aspects of communication with assessed individuals; carrying out professional actions; reflecting on the process and outcomes of assessment. The paper analyses the place and role of graduate students’ self-assessment in finding solutions to complex situational tasks and offers a description of one such task that can be used in midterm performance evaluation of graduate students.

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The role of intelligence assessment in school psychology

PsycEXTRA Dataset ◽

10.1037/e583312009-009 ◽

1993 ◽

Author(s):

Jack A. Naglieri

Keyword(s):

School Psychology ◽

Intelligence Assessment

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Building world-class universities in BRICS and emerging economies

Handbook of BRICS and Emerging Economies ◽

10.1093/oso/9780198827535.003.0018 ◽

2020 ◽

pp. 501-522

Author(s):

C. Raj Kumar

Keyword(s):

Emerging Economies ◽

International Collaboration ◽

Home Country ◽

Academic Careers ◽

Regulatory Bodies ◽

World Class ◽

The Government ◽

World Class Universities ◽

The Relationship

As many studies indicate, BRICS and emerging economies, especially those with a colonial past from Asia and Africa, have traditionally witnessed an exodus of students and researchers seeking opportunities in established universities outside their home country to develop their academic careers. However, a culmination of democratic values, aspirations of citizens from these countries, and globalization have resulted in the need for world-class universities in BRICS and emerging economies. While resources are important, the relationship between the government/regulatory bodies and universities warrants serious examination. Understanding and facilitating the role of faculty (staff), students, researchers, and international collaboration will remain important.

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Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Canadian Journal of School Psychology ◽

10.1177/08295735211054699 ◽

2021 ◽

pp. 082957352110546

Author(s):

Aishah Bakhtiar ◽

Allyson F. Hadwin

Keyword(s):

School Psychology ◽

Self Regulation ◽

Metacognitive Awareness ◽

Motivational Beliefs ◽

Focus Attention ◽

Metacognitive Control ◽

Academic Tasks ◽

Self Regulated Learning ◽

Regulated Learning

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

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