Ed Psych Announcements

Support Educational Psychology via APA’s Apportionment Ballot

If you are an APA member in addition to being a Division 15 member, you have received (or will receive shortly) a copy of APA’s Annual Apportionment Ballot.

Because the outcome of this Apportionment Ballot is used to determine the number seats we have on the APA Council of Representatives, your vote will have a direct impact in giving educational psychology a greater voice in national matters. We recently grew our position to two seats on the Council, and we want to make sure we maintain (or grow) this position!

As such, please consider casing your full 10 votes for Division 15 – Educational Psychology. Your ballot comes in the mail and must be received back in the APA Central Office no later than December 15.

Call for Papers – SPQ Special Section on Grief and Loss

Guest Editors: David J. Schonfeld and Thomas Demaria
Deadline: March 15, 2018

It is hard to imagine a more devastating event in a youth’s life than the loss of a loved one. Many youth experience guilt, thinking that they might have caused the death; or they may experience behavioral problems, social withdrawal, concerns about the well-being of their loved ones, fears of abandonment, and increased somatic complaints. Such reactions can lead to poor academic, intrapersonal, and interpersonal functioning. The burden of childhood loss can be a personal cost paid over decades: among adults who experienced childhood loss, most admitted that it was the life experience most difficult to cope with, and one-third of these respondents reported that they have never fully recovered.1

The experience of loss is prevalent; approximately 1 in 20 children have lost a parent or sibling before age 16.2 Other findings reveal that prior to reaching adulthood, a majority of youth will experience the death of an important person in their lives.3 School psychologists are in a unique position to both identify and work with youth experiencing grief and loss, as well as consulting with schools and families on approaches to help such youth.

This Special Topic Section of School Psychology Quarterly will be devoted to the publication of reviews and empirically-based papers focus on issues faced by children who experience loss. The special section will be edited by David J. Schonfeld and Thomas Demaria, and is slated to appear in the first issue of 2019.

We are particularly interested in receiving empirical studies on the nature and correlates associated with grief and loss, as well as novel methods and programs when working with children and/or school personnel, many of whom may be reluctant to approach grieving youth for fear of increasing their distress.

Examples of appropriate manuscripts include (but are not limited to):

  • Empirical reviews of the nature and correlates of grief/loss and its impact on psychosocial and academic outcomes
  • Development or evaluation (i.e., feasibility, acceptability, outcomes) of approaches, interventions or programs that can be applied in schools
  • Research relevant to the training of school psychologists and/or educators

Manuscript length for the special section will be determined based on the quality and number of proposals, but is targeted to not exceed the journal standard of 6,000 words, inclusive of all tables, figures, and references. Submitted manuscripts will be given blind peer review, as per usual journal policy, prior to a final decision on publication.

Manuscripts should be submitted electronically through the journal’s electronic submission portal (http://www.editorialmanager.com/spq).

Please direct all inquiries to David J. Schonfeld (schonfel@usc.edu) or Thomas Demaria (tlm16kw@hotmail.com).

1 Koblenz, J. (2016). Growing from grief: Qualitative experiences of parental loss. Omega: Journal of Death and Dying, 73, 203-230.

Schonfeld, D. J., & Demaria, T. (2016). Supporting the grieving child and family. Pediatrics, 138, e2-e12.

Piper, W. E., Ogrodniczuk, J. S., Joyce, A. S., & Weideman, R. (2011). Prevalence of complicated grief. In W. E. Piper, J. S. Ogrodniczuk, A. S. Joyce, and R. Weideman (Eds.), Short-term group therapies for complicated grief: Two research-based models (pp. 51-62). Washington, DC: American Psychological Association.

2018 Winter Institute on Structural Equation Modeling, University of Maryland

The Center for Integrated Latent Variable Research (CILVR) at The University of Maryland
is pleased to announce its very popular WINTER INSTITUTE ON STRUCTURAL EQUATION MODELING (now in its 21st year)!

Two back-to-back short courses for research professionals, faculty, and graduate students:

“Structural Equation Modeling: A First Course”
January 8-10, 2018 (Monday – Wednesday)

“Structural Equation Modeling: A Second Course”
January 11-12, 2018 (Thursday – Friday)

Instructor: Dr. Gregory R. Hancock, University of Maryland (ghancock@umd.edu)

For more information, please visit https://education.umd.edu/structural-equation-modeling-workshops

Call for Nominations – Kauffman Junior Faculty Fellowship

The 2018 Kauffman Junior Faculty Fellowship (KJFF) Request for Proposals is available online, and nominations are being accepted by the Ewing Marion Kauffman Foundation through January 16, 2018. This program recognizes junior faculty who are beginning to establish a record of scholarship and exhibit the potential to make significant contributions to the body of research in the field of entrepreneurship. The Kauffman Foundation will award up to seven fellowships to junior faculty members from universities across the United States. Each Fellow’s university will receive a grant of $35,000 over three years to support the research activities of the Fellow.

The Kauffman Junior Faculty Fellowship in Entrepreneurship Research is intended to support the research activities of eligible junior faculty members who are actively pursuing research in the field of entrepreneurship. Research can be conducted on any topic of importance to entrepreneurship. The Kauffman Foundation is particularly interested in questions related to regional dynamics, local ecosystems, demographic dimensions of entrepreneurship, market gaps, economic growth, entrepreneurship policy, declining business dynamism, networks, design of policy interventions and programmatic research (research that investigates entrepreneurship programs such as accelerators, training programs, etc). The Kauffman Foundation encourages insights across disciplines and fields, including but not limited to anthropology, biology, computer science, finance, geography, economics, law, management, mathematics, psychology, public administration and policy, and sociology.

Details of the Kauffman Junior Faculty Fellowship can find the 2018 Call for Nominations online at http://www.kauffman.org/microsites/kjff/. Nominations must be made by 5:00 p.m. Central Time on Tuesday, January 16, 2018.   The nominee will then be invited to complete the online application by 5:00 p.m. Central Time on Monday, March 12, 2018. Please direct all questions to kjff@kauffman.org.

The Kauffman Junior Faculty Fellowship in Entrepreneurship Research is one of three academic recognition programs established by the Kauffman Foundation to aid the Foundation in achieving its goal of building the field of entrepreneurship research.  More information on the Kauffman Entrepreneurship Scholars can be found here.

Division 15 Award Calls – Deadlines This Winter

We’re pleased to announce Division 15’s 2018 award suite, which has application deadlines spanning December 15th – January 15th. We strongly encourage all members to consider application for these accolades, as they come with very real benefits!
Please see below for descriptions, official calls, and more. Contact the listed Award Committee Chair with any questions.

The Paul R. Pintrich Outstanding Dissertation Award
Nominate or Apply By January 15, 2018

The Paul R. Pintrich Division 15 Dissertation Award is given to an individual who finishes his/her doctoral dissertation within the previous two calendar years from when the award will be announced. The dissertation must be in the area of educational psychology, broadly defined, and the proposed recipient must be a member or affiliate of the Division at the time of the award consideration. The award consists of a plaque, a check for $2,000, and a program time slot for an invited address at the annual meeting. The recipient gives his/her address and receives the plaque and check at the APA conference in the year following the announcement, thus allowing a full year for the preparation of the invited address.

The official call may be found here. Send questions to Co-Chairs April Taylor (ataylor@csun.edu) and David Wakefield (david.wakefield@csun.edu).

The Richard E. Snow Award for Early Contributions
Nominate or Apply By January 5, 2018

The Richard E. Snow Award is given to an individual who has made what the committee judges consider to be a significant career contribution and completed his/her doctoral dissertation within the previous 10 calendar years. Specifically, a viable candidate would be no more than 10 calendar years past the date of completing his/her doctoral dissertation at the time of receiving the award. All nominees must fulfill this criterion to be considered, and also must be a member or affiliate of the Division at the time of the award consideration. The award consists of a plaque, a check for $2,000, and a program time slot for an invited address at the annual meeting.

The official call and list of past recipients can be found here. Send questions to Andrew Elliot, Chair (andye@psych.rochester.edu).

The E.L. Thorndike Career Achievement Award 
Nominate or Apply By December 15, 2017

This award is the highest honor given by Division 15 and is reserved for senior scholars with substantial contributions to research in educational psychology. Nominations should include the name of the nominee and a brief description (no more than 2 pages of text) of why the nominee deserves consideration for the award.

Send your nomination and any questions to Dr. Clark Chinn at clark.chinn@gse.rutgers.edu A list of past recipients may be found here.

Please also remember that Division 15 is currently accepting Fellows Nominations and Applications as well! Read the full call here.

Call for Papers – Special Section of School Psychology Quarterly

Special Section to be published on Family-School Engagement across Child and Adolescent Development
Guest Editors: Wendy M. Reinke, Keith C. Herman, & Tyler E. Smith

Deadline: February 15, 2018

Family-school engagement practices (e.g., family-school partnerships and parental involvement) are empirically supported across elementary and secondary students’ academic (Fan & Chen, 2001) and social/behavioral domains (Sheridan et al., 2013). Extant literature reviews and meta-analyses have found that when parents support children’s learning and development, students experience increased social-emotional competencies and academic achievement, have positive gains in reading acquisition, complete homework at higher rates, and have fewer homework problems (Hill & Tyson, 2009; Jeynes, 2012; Sheridan et al., 2010).

Although consensus exists regarding the importance of family engagement across developmental stages, educational programs and policies are primarily based on elementary school students. It is critical to consider key developmental and contextual factors across all stages of development, as aspects of family engagement practices often become more challenging as children grow into middle- and high-school students (Hill & Tyson, 2009). School psychologists are in a unique position to support cross-setting collaboration between families and schools in order to enhance the academic, behavioral, and social-emotional health of students throughout the elementary, middle-, and high-school years.

This Special Topic Section of School Psychology Quarterly will be devoted to the publication of scientifically rigorous papers, which focus on family-school engagement practices across three stages of child and adolescent development (i.e., elementary, middle school, and high school). The special section will be edited by Wendy M. Reinke, Keith C. Herman, and Tyler E. Smith, and is slated to appear in the final issue of 2018. We are particularly interested in receiving empirical studies examining family engagement practices within the context of developmental stages and processes.  Examples of appropriate manuscripts include (but are not limited to):

  • Development or evaluation (i.e., feasibility, acceptability, outcomes) of clinical approaches, interventions or programs that can be applied in schools
  • Tailoring or adapting established interventions or clinical approaches for use with specific cultural groups
  • Research relevant to the clinical training of school psychologists
  • Correlational research on risk/resiliency factors associated with educational/psychological outcomes of family engagement

Manuscript length for the special section will be determined based on the quality and number of proposals, but is targeted to not exceed the journal standard of 6,000 words, inclusive of all tables, figures, and references. Submitted manuscripts will be given blind peer review, as per usual journal policy, prior to a final decision on publication.

Manuscripts must be submitted electronically through the journal’s online submission website at http://www.editorialmanager.com/spq. Please select “Special Section Article: Family-School Engagement” as the article type.

Please direct all inquiries to Wendy M. Reinke (reinkew@missouri.edu), Keith C. Herman (hermanke@missouri.edu), or Tyler E. Smith (smithtyle@missouri.edu).


Fan, X, & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763.

Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students.Urban Education, 47, 706–742.

Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children’s social-emotional competencies. Early Education and Development, 21, 125-156.

Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717-731.

APA Division 47 Message Regarding Athlete Activism

Athletes have a long history of bringing about social change by helping to raise awareness and foster dialogues around issues of inequality and injustice in and out of sport. In recent months, our national attention has turned toward athletes engaged in a movement that puts a spotlight on racial injustice in the U.S. Although social justice activism by athletes is not a new phenomenon, athletes’ recent peaceful protests, public statements, and collective action have sparked national discourse and debate over the appropriateness of athletes using sport as a vehicle for social change.

Division 47 (the Society for Sport, Exercise & Performance Psychology) supports athletes, coaches, and other prominent stakeholders in sport who choose to use their platform and visibility to advocate for positive changes in our world.

To assist psychologists and the public on how to best support athlete activists, Division 47 has developed several resources:

Athlete activism can be isolating and contain great risks, but also creates opportunities for meaningful social change to occur. We hope these resources can be of benefit to you and your colleagues.

Call for Nominations for 2018 Executive Committee Positions

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:

  • Vice President (4-year term for entry role in the Presidential line; 2018-2022)
  • Treasurer–Elect (3-year term with graduated roles in the Treasurer line, 2018-2021)
  • Member-at-Large (3-year term; 2018-2021)
  • Member-at-Large (3-year term, 2018-2021)

The Vice President role is the initial role in our expanded Presidential line to four years.  This expansion is designed to better pace the workload of the President’s role.  Due to time commitments, we suggest that academic nominees be at the level of tenured Associate Professor or Professor rather than Assistant Professor.

The three-year Treasurer line includes one year for the Treasurer, one year for the Treasurer-Elect, and one year for the Past Treasurer. The duties of the Treasurer-Elect include: processes reimbursements and payments; manages travel expenses; deposits checks; keeps running balance updated; processes awards and grant payments; consults with Treasurer and Past Treasurer to prepare for the next two years work and to support this year’s work as needed. Additional requests may be issued by the President and Exec. Committee as needed.

Members-at-Large serve three-year terms within Division 15’s Executive Committee. These individuals are responsible for weighing important decisions facing our organization, and for supporting the work of a subset of committees to which they are assigned. Members-at-Large are encouraged to attend up to three meetings of the Executive Committee each year (APA, AERA, and a Fall Retreat), for which their travel and accommodations are mostly to completely reimbursed for the three trips per year.

Also, 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 APA and Division 15 membership as soon as possible.

Please send nominations or self-nominations to Past President Bonnie J.F. Meyer (bjm8@psu.edu).  The final slate of officers needs to be to APA by the end of January 2018. As such, the Division 15 Nominations Committee would appreciate these nominations soon.  Further information on Division 15 elections may be found under Article V of the Division’s By-Laws.

2018 Outstanding Graduate Student Poster Award

Division 15 is offering two Outstanding Graduate Student Poster Awards.

Students who have submitted proposals for the Division 15 2018 Program as first authors and would like to be considered for this award must submit their name and the title of their proposal to the program co-chairs using this link by December 15, 2017 at 11:59 p.m. ET.

After all proposals submitted to Division 15 are reviewed, the program co-chairs will examine the accepted posters for those that were first authored by graduate students based on the names submitted to us.  We will compare these names with the award eligibility criteria to select nominees who will be reviewed at APA 2018.  Poster award nominees will be asked to send an updated proposal and pdf of the poster in advance of APA 2018.

To be considered for this award individual must:

  1. attend the 2018 meeting and present as first-author on a poster at the 2018 meeting in a Division 15 Session
  2. be a graduate student at the time of the poster submission
  3. be a member of Division 15 (click here for Division 15 membership)

Nominated posters will be evaluated by the Evaluation Committee on the following criteria:

  1. conceptual/theoretical grounding of the research
  2. quality of methods and analysis
  3. alignment of research findings with conclusions and implications
  4. contribution to the field of educational psychology
  5. poster aesthetics
  6. verbal presentation/discussion at poster session

For questions about the Division 15 Outstanding Poster Award, please contact the 2018 Program Co-Chairs, Peggy N. Van Meter and Rayne A. Sperling (convention@apadiv15.org).

Call for Nominations for Division 15 Fellow Status

Division 15 seeks applications for Fellow status from members who have made distinguished scholarly or scientific contributions to the field of educational psychology.  To be considered for Fellow status in the division during 2018, candidates must have been a member (of Division 15) for at least one year. Applicants/nominees must begin the application process online. Information on fellow status and instructions for applying via APA’s online portal may be located at http://www.apa.org/membership/fellows/index.aspx.

Candidates who are not yet Fellows in any APA division must secure 3 letters of endorsement from current Fellows of APA, and at least two of those endorsers must be members of Division 15. Endorsers will also submit their letters online, and instructions can be located at the same web site.  All materials for initial fellows must be completed and submitted online to APA by no later than December 1, 2017.

Fellows of other divisions who would like to be considered for Fellow of Division 15 must submit a letter addressing how they meet the criteria for Fellow of Division 15, along with a CV.

The designation of Fellow of the Division of Educational Psychology (Division 15) is awarded to those members of the Division who, in the judgment of their peers, have made a distinguished contribution to the field. Distinguished contributions must include published papers or books in the scientific, peer reviewed literature documenting the candidate’s work in empirical research or the development of theory or method.  Fellow status requires that a candidate’s work have a national impact on the field of educational psychology beyond a local, state, or regional level.

In addition, some combination of the following is desirable: 

  • Election to leadership positions in major scientific or professional organizations
  • Selection for editorships of journals or books relevant to the field
  • Nomination for, and receipt of, awards for excellence in teaching, scholarship, and/or practice.

Please remember that all application materials for initial fellows—including letters of recommendation—must be completed and submitted online to APA by no later than December 1, 2017. If you are applying for initial Fellow status, please also submit your name to the Fellows Selection Committee Chair, Dr. Dale Schunk (dhschunk@uncg.edu) immediately. For those who are already fellows in another Division and wish to be granted fellow status in Division 15, please also contact the Committee Chair immediately.

Those interested may visit http://www.apadiv15.org/fellows for additional information, including Division 15 criteria and current fellows.