Addressing School Psychology's Need for Rigorous Scholarship with Applied Value

Abstract

It is contended that practicing school psychologists and their academic trainers often exist in different universes. The two groups’ lack of shared realities and daily tasks threatens the applicability of much of the published school psychology literature, which is currently prepared and reviewed largely by professor-trainers, not practitioners. Under new editorship, the Journal of Applied School Psychology intends to continue publication of traditional articles but also to investigate an array of publication alternatives that may ultimately help provide publications possessing both rigorous scholarship and applied value.

KEYWORDS:

• school psychology practice
• school psychology research
• case studies
• professional issues