Ed Psych Announcements
Deadline for submissions: March 1st, 2017 / Date de tombée: 1ier mars 2017
LES ARTICLES PEUVENT ETRE SOUMIS EN FRANÇAIS OU EN ANGLAIS. Papers can be submitted in French or in English.
Canadian Psychology, a Canadian Psychological Association journal published jointly with the American Psychological Association, invites the submission of manuscripts for a special issue on LEARNING.
Examples of topics include, but are not limited to:
- The conditions (in the school, at home, etc.) associated with successful or unsuccessful learning
- The policies (institutional, social, etc.) that support or hinder learning
- Access to services to support optimal learning in the school system
- Difficulties in learning, and learning disabilities
- The neuropsychological mechanisms of learning or learning disabilities
- The assessment of learning difficulties
- The treatment of learning difficulties
- The technologies used to support learning
- Practice guidelines related to the assessment of learning difficulties and/or to remedial services.
- Adult education
- Learning and best practices in education and teaching
- Schools policies and learning
We encourage submissions from a range of disciplines within psychology including educational psychology, clinical psychology, school psychology, counselling psychology, neuropsychology, etc.
While review papers are preferred, different types and formats of papers will be accepted for this special issue, including:
- review and scoping papers (e.g., a review on the efficacy of intervention programs for learning disabilities, etc.)
- original studies if they are of potential interest to a BROAD proportion of psychologists (e.g., a survey of psychologists about their experience working within a response to intervention program for learning disabilities, etc.)
- opinion papers, commentaries and letters to the Editor
Review papers, including meta‐analyses, are strongly invited. We will accept articles of no more than 30 pages, including references (systematic reviews may have up to 40 pages or more if needed). All submissions will undergo peer‐review. Manuscripts can be submitted via our online portal. Authors must indicate clearly that their submission should be considered for this special issue. The deadline for submissions is March 1st, 2017. Papers can be submitted in French or in English.
For questions or further information please contact the Editor, Dr. Martin Drapeau at firstname.lastname@example.org.
REGULAR ISSUES OF CANADIAN PSYCHOLOGY
Canadian Psychology publishes generalist articles in areas of theory, research, and practice that are of interest to a broad cross‐section of psychologists. Manuscripts with direct relevance to the context of Canadian psychology are also appropriate for submission. Original, empirical contributions are welcome if the research is of direct relevance to the discipline as a whole (e.g., a survey of psychologists about the future of the discipline or about their practice) or if they present the results of a systematic review (including meta‐analyses) or other forms of reviews. Reviews (systematic reviews, narrative reviews, meta‐analyses, etc.), practice guidelines, and assessments or reviews of practice guidelines are particularly welcome.
Dr. Daniel T. Hickey (Speaker)
Dr. Aman Yadav (Moderator)
Michigan State University
Division 15 is pleased to announce a special webinar which will be held January 24, 2017 at 2:00 PM EST. The event will feature Dr. Daniel T. Hickey (Indiana University) and will be moderated by Aman Yadav (Michigan State University).
This webinar will summarize the implications of contemporary “situative” theories of cognition for motivating, assessing, and recognizing learning. These theories assume that knowledge is strongly bound (i.e., “situated”) in the social, material, and technological contexts where it is learned and used. The webinar will describe an extended program of design-based research that builds on the ideas in Brown, Collins, and Duguid’s landmark 1989 article entitled Situated Cognition and the Culture of Learning. This program of research used these and other ideas from situated cognition to address enduring challenges in designing educational multimedia & videogames, online courses, learning networks, and open digital badge systems. These enduring challenges include debates over “extrinsic” incentives and “intrinsic” motivation, the difficulty of evaluating the impact of formative assessment, the validity of learner- generated artifacts as evidence of competence, and the appropriateness of competency-based education systems. This research has resulted in general design principles and specific examples for designing “participatory” learning and assessment systems. These systems support productive forms of disciplinary engagement with peers and resources, while leaving behind impressive levels of disciplinary understanding and achievement, and generating valid evidence of those outcomes.
About the Speaker:
Daniel T. Hickey is a Professor and Program Coordinator with the Learning Sciences Program at Indiana University and a Research Scientist with the IU Center for Research on Learning and Technology. He completed his PhD in Psychology at Vanderbilt University and a Postdoctoral Fellowship at the ETS Center for Performance Assessment. His research has been supported by the MacArthur Foundation, the US National Science Foundation, Google, the US Department of Education, and Indiana University.
Early Career Psychologists: A Second Chance to Submit a Research or Innovation Poster for APA Convention
You have until Friday Feb. 3, 2017 at 11:59 p.m. EST to submit a poster for APA Convention, Aug 3-6 in Washington DC
The Committee on Early Career Psychologists (CECP) is hosting a new 50-minute Research and Innovation Poster Session in the Exhibit Hall of Convention this year in the nation’s capital. This session has a rare, extended deadline of February 3rd to allow more people to participate in Convention. A maximum of three posters will be pre-selected for an non-cash award of distinction from CECP, conditional on presenting a finished poster at Convention.
- The first author must be an early Career Psychologist within 10 years of their graduate degree,presenting on any research findings, new ideas, innovations or advances in the profession.Alternatively, we will accept applications from any other individual whose topic squarely addresses concerns relevant to early career psychologists or the early career developmental phase.
- Due to our later-than-typical deadline, names of participants in this poster session may not be included in the printed convention program but should appear in the online Convention program and mobile app. Also, it may not be possible to prevent schedule conflicts if authors of the posters are also presenting other material at Convention.
- The first author on the submission should be expected to participate if the poster is accepted.
- CECP will not require APA membership. Members and non-members alike will be required to register for Convention.
- According to Convention rules, authors of posters may not present more than one additional poster or talk at Convention.
- Submissions to this session should not be redundant or substantively similar to proposals already accepted for Convention under the original application deadline.
- Poster sessions allow presenters and attendees to engage in extended discussions regarding the author’s presentation that is in illustrated format on a poster board.
How to apply:
- Submit an application form at https://goo.gl/gT0ETU by the Feb 3 deadline
- You will be asked to provide author information (first author and up to 3 co-authors), an abstract up to 200 words, a title, and index codes. You can view the form to learn full requirements for a completed submission.
- The Committee on Early Career Psychologists will examine all applications for eligibility. Up to 40 posters will be selected for inclusion in the session. Application materials must be received electronically on or before 11:59 p.m. (EST) on February 3, 2017.
- Notifications will be made approximately three weeks after the deadline.
- Be sure to keep a copy of all submitted materials for your records.
- Questions? Contact Tyson Bailey, PsyD, CECP Program Chair (email@example.com) OR Eddy Ameen, PhD, Director of APA Office on Early Career Psychologists (firstname.lastname@example.org, 202-216-7627)
Explore evidence-based strategies for improving the writing of secondary school students during a free webinar on January 18, at 3 p.m. The webinar will feature Dr. Steve Graham, who led the panel of experts that helped develop the recommendations in the recently released What Works Clearinghouse practice guide, Teaching Secondary Students to Write Effectively.
Presenters will discuss the guide’s three recommendations and give teachers in all disciplines actionable guidance on how to implement them in the classroom. They will also discuss potential challenges educators may face when implementing the recommended practices, as well as advice from the experts on how to overcome those challenges.
This webinar is designed for teachers, administrators, and other practitioners. Professional development providers, program developers, and researchers may also find this information useful.
Webinar on Teaching Secondary Student to Write Effectively
WHEN: Wednesday, January 18, 2017, 3 p.m. (ET)
REGISTRATION: Use this link to register for this free event
ASK QUESTIONS: Submit questions in advance using the WWC Contact Us form. You will also have an opportunity to ask the presenters questions during the webinar.
ALSO: Learn what a panel of experts told the Institute of Education Sciences regarding improving research about secondary writing in this recen! t blog post.
The U.S. Department of Education (Department) is seeking highly qualified individuals to serve in a critical role as peer reviewers of State plans, as required under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Under ESSA, States will build on their experience making progress toward high quality education for all students while reclaiming the promise of well-rounded education in individual State contexts. Under sections 1111(a)(4) and 8451(d) of the ESEA, the Department must conduct a peer review process to facilitate the approval of State plans, with multi-disciplinary peer review teams that include:
- Educators (e.g., teachers, principals, or other school leaders, or specialized instructional support personnel), ideally within the past two years;
- State and local educational agency personnel, ideally within the past two years;
- Researchers who are familiar with the implementation of standards, assessments, and accountability systems; and
- Researchers who are familiar with how to meet the needs of disadvantaged students, children with disabilities, and English learners, the needs of low-performing schools, and other educational needs of students.
Peer reviewers will evaluate whether each State plan meets statutory and regulatory requirements and the degree to which each State plan will support a comprehensive and coherent set of improvements within the areas of: consultation and performance management; academic assessments; accountability, support, and improvement for schools; supporting excellent educators; and supporting all students. Peer reviewers will work together on panels to offer vital feedback to the Department for State plans. For more information, including a link to the application, visit https://www2.ed.gov/admins/lead/account/stateplan17/index.html.
Please share this notice with colleagues who may be interested in helping the Department with this important activity, noting applications are due by January 27, 2017.
Questions about this request may be sent to ESSA.PeerReview@ed.gov.
Division 15 seeks nominations (including self-nominations) for leadership roles within our organization. Nominations will be reviewed by the Nominations Committee in preparation for a Division-wide vote in the spring. Positions on this year’s ballot include:
- President-Elect (3 year- term; 2017-2020)
- Vice President (4 year-term; 2017-2021)
- Secretary (3-year term; 2017-2020)
- Treasurer-Elect (3-year term, 2017-2020)
Noteworthy, for this cycle, is the addition of our new “Vice President” role with the expansion of our Presidential line to four years. And please remember that only those Division 15 members who are also members of APA are eligible to run for office and to vote in this election. If you would like to be involved in this process, be sure to renew your 2017 membership as soon as possible.
AERA announces the Winter 2017 AERA Grants Program competition. The program is currently accepting proposals for both Dissertation and Research Grants until Wednesday, January 25, 2017. The AERA Grants Program, with support from the National Science Foundation, provides small grants for conducting studies of education policy and practice using federally-funded, large-scale data sets. Proposals are encouraged from a variety of disciplines, such as but not limited to, education, sociology, economics, psychology, demography, statistics, and psychometrics.
Below are short descriptions of each competition, along with links to the respective Calls for Proposals.
AERA Dissertation Grants. AERA provides dissertation support for advanced doctoral students to undertake doctoral dissertations using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Dissertation Grants are awarded for one-year for an amount of up to $20,000.
AERA Research Grants. AERA provides small grants for faculty members, postdoctoral researchers, and other doctoral-level scholars to undertake quantitative research using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Research Grants are awarded for one or two years, for an amount of up to $35,000.
The next proposal deadline is Wednesday, January 25, 2017. Please do not hesitate to contact me via email (email@example.com) or phone (202-238-3200) if you have any questions regarding our program.
Division 15’s Publications Committee is seeking nominations for editors for the fourth edition of the Division’s Handbook of Educational Psychology.
Although there are several educational psychology handbooks available, the Division 15 Handbook has long been considered the “go to” handbook in the field of educational psychology. To this effect, we are seeking nominations (including self-nominations) to serve as editors for the next edition. We seek applications both from individual scholars, as well as teams.
Responsibilities of the editors include the following:
- Appointing an advisory board, and consulting with the board on potential chapters for the fourth edition.
- Establishing a timeline for production of the Handbook.
- Inviting leading scholars in the field to contribute chapters.
- Obtaining critical developmental reviews for each chapter.
- Providing extensive feedback to authors on initial drafts.
- Providing subsequent feedback as authors produce final products.
- Working closely with the publisher on production.
The Handbook will probably be published in 2025. As in the past, the Division seeks to appoint editors soon so that they can have time at the front end to assess developments in the field, and to seek appropriate chapters.
Potential editors are encouraged to submit a letter of interest and a CV to Eric Anderman, Chair of Division 15 Publications Committee, at firstname.lastname@example.org. Review of applications will begin on January 1, 2017. The new editor(s) will be appointed from 2017 through the publication of the 4th edition.
A volume in the Current Perspectives on School/University/Community Research Series
Edited by: R. Martin Reardon, East Carolina University and Jack Leonard, University of Massachusetts, Boston
Place is paramount and sometimes problematic in schooling. In the context of rural schooling, Schafft and Jackson (2010) conceived of place as “an articulation of social relations and cultural and political practices that are paradoxical, provisional, and constantly in the process of becoming” (p. 11).
Rural places are home to almost 20% of the U.S. population (2010 Census FAQ) and approximately one third of all public schools (Ayers, 2011)—in which approximately one in five students are educated (Williams, 2010)—but schooling in rural places has been acerbically referred to by Corbett (2007) as the “quintessential institution of disembedding” (p. 251). According to Corbett’s narrative, children in rural places are immersed throughout their formative years in hearing “a story about somewhere else” (p. 117), studying a curriculum designed somewhere else, and striving to meet standards of academic achievement focused on fitting them to perform on a stage set somewhere else. Little wonder, then, that some children graduate from schools in rural places and leave for somewhere else.
The drift of youth away from rural areas and away from the “vision of the common good, locally lived” (Howley&Howley, 2010, p. 47) may be intrinsic to the quest for economic efficiency in agricultural production, the impact of evolving policies regarding resource extraction and utilization, and the spread of urbanization. However, at the same time that there is outmigration from among the youth of the long-time inhabitants of numerous rural places, in some such places there is immigration of ethnically diverse newcomers. These newcomers may be open to low-status employment opportunities, while anticipating that their uniqueness will be embraced—or at least less hatefully construed—than it was in the places from which they came. The respectful integration of such long-term or transient newcomers and the effective education of their children places a strain on the schooling resources in rural places as a new vision of the locally lived common good is born.
For this second volume in the Current Perspectives on School/University/Community Research series, we are inviting chapter proposals from authors who are engaged in school-university-community collaborative educational research endeavors in rural places.
Bryk, A. S. (2015). Accelerating how we learn to improve. Educational Researcher, 44(9), 467‐477. doi:
Cooper, A.,&Shewchuck, S. (2015). Knowledge brokers in education: How intermediary organizations are
bridging the gap between research, policy and practice internationally. Education Policy Analysis
Archives, 23(118), 1‐5. doi: 10.14507/epaa.V23.2355
Among the questions that may be addressed by authors include:
- How do school‐university‐community collaborative (SUCC) partnerships redress the harm done to rural schools by policies that ignore the “unique assets and challenges of rural schools and communities” (Johnson & Zoellner, 2016, p. 6).
- How do SUCCs inculcate “an educated hope” (Edmondson & Butler, 2010, p. 150) for the future?
- In what ways do SUCC partnerships enrich all partners?
- How do SUCC partnerships value the rural setting and aid in the articulation of the elements of place and/or the integration of newcomers?
- In what ways do SUCC partnerships address the educational needs of children and youth in rural places?
- What are the design features of SUCC partnerships in rural places, and how does design capitalize on opportunities, and address inherent challenges?
Chapter proposals of no more than 500 words (not including the listing of up to 10 references) are invited for the second volume of this series. For multiple authored proposals, please list all authors and indicate a corresponding author’s email.
A blind review process of full chapter submissions will be conducted during June, 2017 (see Projected 2017 Deadlines).
Projected 2017 Deadlines:
Chapter Proposals: February 28, 2017
Notification of Decision: March 31, 2017
Full Chapters Submitted & Blind Peer Review Initiated: June 2, 2017
Blind Peer Review Comments Returned to Authors: June 23, 2017
Authors’ Responses to Peer Review Comments Submitted to Editors: July 3, 2017
Authors Submit Polished and Revised Chapters to Editors: September 1, 2017
Submission to IAP: October 18, 2017
The American Psychological Association’s Board of Scientific Affairs (BSA) and Science Directorate are soliciting nominations for speakers for the 2018 Master Lecture Program and the 2018 Distinguished Scientist Lecture Program.
Nominations should include name, institution and research area of the nominee as well as a nomination letter and CV. The one-page nominating letter must include a paragraph on why the nominee would be a good candidate to lecture. Please send this information by email to Philip Casey, APA Science Directorate (telephone: 202-336-5146).
Nominations must be received by Feb. 17, 2017. Find the official Call for Nominations here.