ABSTRACT
School and educational psychology has been an important area in psychology, which has attracted increasing research attention from all over the world (D’Amato, 2013). The field of school psychology has viewed change in the schools as leading to needed changes in classrooms, changes in children, and finally changes in the world (D’Amato, Zafiris, McConnell, & Dean, 2011). The International Journal of School & Educational Psychology was launched in 2013, and it is the official journal of the International School Psychology Association (ISPA). The ISPA has promoted the work of school psychologists around the globe since the early 1970s and provides resources, membership, annual meetings, a newsletter, and a community to help develop a specialty within a worldwide network of psychologists. This is the most prominent group of international school and educational psychologists in the world. Similar to ISPA, the International Journal of School & Educational Psychology seeks to bridge the gap between Eastern and Western psychology, special education, counseling, learning, and other school-related practices (D’Amato, 2013). The International Journal of School & Educational Psychology accepts research that has global implications; findings suggesting how best to serve children, youth, and families; as well as studies that could help developing countries, demonstrating the importance of global issues such as test and intervention development, with a focus on evidence-based cross-cultural initiatives. Researchers and practitioners are invited to submit papers that focus on applied educational psychology, educational research, new models of instruction, and other educational psychology-related areas. The International Journal of School & Educational Psychology accepts original studies, literature reviews, single-subject design intervention studies, as well as seminal methodological or theoretical statements.
