School Psychology Review
Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series
James Clyde DiPerna, Stephen N. Elliott
Mini-Series: Academic Enablers to Improve Student Performance: Considerations for Research and Practice
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Although previous miniseries (e.g., see Carnine, 1994; Skinner & Berninger, 1997) and numerous individual articles (e.g., Daly, Witt,Martens, & Dool, 1997; Powell-Smith, Shinn,Stoner, & Good, 2000) have appeared in School Psychology Review exploring empirical and practical issues regarding academic skills, a focused discussion of academic enablers (or nonacademic skills that contribute to academic success) has yet to occur within the field of school psychology. As such, we have assembled a panel of distinguished researchers to share their perspectives regarding conceptual,empirical, and practical issues related to the construct of academic enablers. In the following paragraphs, we describe how the construct of academic enablers has been defined to date as well as provide a context for how academic enablers relate to academic skills and academic achievement. In addition, we explain the rationale for developing this miniseries and the objectives the included articles collectively address. This introduction concludes with an overview of each of the articles included in this special issue.