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.