The Practice Committee of Division 15 (Educational Psychology) seeks short proposals from members for new Education Practice Briefs (see previous briefs here: https://apadiv15.org/
The purpose of these briefs is to summarize educational psychology research in an easily digestible form for teachers, administrators, and other educational stakeholders, focusing on implications for evidence-based practice. The goal is to share research based practices with teachers, school leaders, and the academic community. Briefs, which are peer reviewed by members of the division, will be 2 pages but can reference longer documents. The authors must be willing to work with Division 15 and with professional organizations, such as the National Education Association, in preparing and formatting the brief and developing dissemination strategies. Division 15 members and others (who are willing to join Division 15 or collaborate with a Division 15 member) are encouraged to submit proposals for briefs that offer immediately useful information to practitioners on timely topics. A template highlighting key elements and length of final briefs can be found here: https://apadiv15.org/wp-
Potential authors outside of Division 15 are encouraged to find a Division 15 collaborator. Email the Committee Chair, Alysia Roehrig at [email protected], if you are looking for a collaborator. Potential authors are also encouraged to send a short abstract (approx. 250 words) of their brief idea to the Chair for initial feedback before submitting a proposal. Note that briefs do not need to be based on a single publication (though they could summarize the practical implications of a published synthesis paper or other paper in progress). The key is that the recommendations made in a brief are based on a solid evidence base (multiple studies).
In 2022, preference will be given to proposals that address one of the topics of interest to the National Education Association (see below), but the Practice Committee will consider proposals to address other timely topics as well:
- School Violence: Evidence-based interventions for reducing school violence and trauma.
- Low-Performing Schools: Evidence-based interventions for improving low performing schools.
- Recess: Effects of recess/free play on educational outcomes, students’ mental health, and school climate.
- Student Accountability: Contrasting the effects of disciplinary and grading practices that focus on student accountability/negative consequences vs. practices with greater sensitivity to students’ life experiences.
- School Transitions: Effects of integrating school transition strategies on student outcomes and how effective strategies differ for various school levels (ranging from “pre-K to K” to “high school to postsecondary.”)
- Fine Arts/Foreign Languages: Effects of access to fine/performing arts and foreign language programs on various student outcomes (e.g., absenteeism) and parent engagement.
Proposals for briefs should contain the following: (1) How the authors frame the problem being addressed, (2) summary of some of the major research findings (2 or more examples), (3) summary of some of the implications for practice (2 or more examples), (4) specification of the primary and secondary audiences that would be addressed (e.g., teachers, administrators, parents, policy makers, professional development providers), (5) the author(s)’ qualifications for writing the brief (including previous research publications, experience writing for educators, etc.), and (6) the names and contact information of 2-3 other experts in the field who could be invited to review the brief. Proposals should be 1-3 pages in length, single spaced, and should be submitted by October 15, 2022. Although no funding can be provided to aid in the preparation of briefs at this time, writing a brief does offer a service opportunity that can have potentially significant practical impact as well as being a peer-reviewed publication.
Submit your proposal here: https://forms.gle/
Please send questions to Committee Chair, Alysia Roehrig, at [email protected] .