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School Psychology Review Awards

Each year, School Psychology Review recognizes contributions to the scholarly school psychology literature via two formal awards.  The first is the Article of the Year Award, nominated by members of the Editorial Advisory Board (EAB) and voted on by a task force of the EAB.  The Article of the Year is rated on its contribution to research in school psychology, contribution to practice in school psychology, interest of the article to the readership of School Psychology Review, and overall contribution of the article to advancing the profession of school psychology.

The second award is the School Psychology Review Editorial Appreciation Award.  This award recipient is selected by the Editor and Associate Editors, who rate the journal's Editorial Advisory Board members according to their leadership and contribution to the journal.

Previous Award Recipients

2007

Editorial Appreciation Award

Kathy Bradley-Klug

Rob Volpe

Article of the Year Award

Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., Mackenzie, E. P. Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program. School Psychology Review, 36, 3-21.

2006

Editorial Appreciation Award

George Bear (University of Delaware)

Greg Waas (Northern Illinois University)

Article of the Year Award

Ervin, R. A., Schaughency, E., Goodman, S. D., McGlinchey, M. T., & Matthews, A. Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35, 198-223.

2005

Editorial Appreciation Award

Maurice Elias

Stephen Leff

Article of the Year Award

Fantuzzo, J. F., Rouse, H. L., McDermott, P. A., Sekino, Y., Childs, S., & Weiss, A. (2005). Early childhood experiences and kindergarten success: A population-based study of a large urban setting. School Psychology Review, 34, 571-588.

2004

Editorial Appreciation Award

Steven Landau (Illinois State University, Normal, IL)

Kevin Jones (Miami University, Oxford, OH)

Article of the Year

Lisa Pericola Case, Deborah L. Speece, and Dawn Eddy Molloy, "The Validity of a Response-to-Intervention Paradigm to Identify Reading Disabilities:  A Longitudinal Analysis of Individual Differences and Contextual Factors", School Psychology Review, 32(4), 557-582.

2003

Editorial Appreciation Award

Ronald T. Brown and George H. Noell

Article of the Year

Rebecca P. Ang and Jan N. Hughes (2002).  "Differential Benefits of Skills Training with Antisocial yough Based on Group Composition:  A Meta-Analytic Investigation", School Psychology Review, 31(2), 164-185.

2002

Editorial Appreciation Award

Brian K Martens

Article of the Year

Shane R. Jimerson (2001).  "Meta-Analysis of Grade Retention Research:  Implications for Practice in the 21st Century", School Psychology Review, 30(3), 420-437.

2001

Editorial Appreciation Award

John Hintze

Article of the Year

Lynn S. Fuchs, Douglas Fuchs, Susan B. Eaton, Carol L. Hamlett, & Kathy M. Karns (2000).  "Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources", School Psychology Review, 29(1), 65-85.

2000

Editorial Appreciation Award

Ron Brown

Article of the Year

John Kranzler and Tim Keith (1999), "Independent Confirmatory Factor Analysis of the Cognitive Assessment System (CAS):  What Does the CAS Measure?", School Psychology Review, 28(1), 117-144.

1999

Editorial Appreciation Award

Tanya L. Eckert

Article of the Year

Roland H. Good, III, Deborah C. Simmons, & Sylvia B. Smith (1998).  Effective Academic Interventions in the United States:  Evaluating and Enhancing the Acquisition of Early Reading Skills", School Psychology Review, 27(1), 45-56.