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Editorial

School/educational psychology at work around the globe

References

  • Bartolo, P. A., Kyriazopoulou, M., Björck-Åkesson, E., & Giné, C. (2021). An adapted ecosystem model for inclusive early childhood education: A qualitative cross European study. International Journal of School & Educational Psychology, 9(1), 5–17.
  • Jenkins, L. N., & Canivez, G. L. (2021). Hierarchical factor structure of the bullying participant behavior questionnaire with a middle school sample. International Journal of School & Educational Psychology, 9(1), 57–74.
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  • Moffa, K., Wagle, R., Dowdy, E., Palikara, O., Castro, S., Dougherty, D., & Furlong, M. J. (2021). The me and my school questionnaire: Examining the cross-cultural validity of a children’s self-report mental health measure. International Journal of School & Educational Psychology, 9(1), 33–43.
  • Parker, J. S., & Hanson, P. (2021). School stakeholders do not “just leave their religious beliefs at home”: An exploratory study of school psychologists’ professional experiences. International Journal of School & Educational Psychology, 9(1), 90–102.
  • Tardif-Grenier, K., Olivier, E., & Archambault, I. (2021). Is there an immigrant paradox in Canadian elementary students’ behavioral and social adjustment? International Journal of School & Educational Psychology, 9(1), 18–32.
  • Yang, Y. (2021). An exploratory value-cost approach in predicting college students’ achievement goals in multicultural education. International Journal of School & Educational Psychology, 9(1), 103–115.

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