PUBLICATION OUTLETS FOR SCHOOL PSYCHOLOGY FACULTY: 2010 to 2015

Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer‐reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer‐reviewed journals in which school psychology faculty were published during the 6‐year span. Among the peer‐reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H‐indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication.     

Tie Strength and Time: Mourning on Social Networking Sites

Through the use of survey analysis (N =157), this research seeks to assess the perceived supportive value of Facebook during times of grief. By analyzing the relationship(s) between Facebook use, time that had passed since death, and relational closeness to the deceased, the results of this study showcase the complicated relationship users have with Facebook, wherein it is perceived as both helpful and harmful when mourning the death of a friend.     

The Relationship between Students' Connections to Out‐of‐School Experiences and Factors Associated with Science Learning

This study examined the relationship between students' out‐of‐school experiences and various factors associated with science learning. Participants were 1,014 students from two urban high schools (secondary schools). They completed a survey questionnaire and science assessment describing their science learning experiences across contexts and science understanding. Using multilevel statistical modelling, accounting for the multilevel structure of the data with students (Level 1) assigned to teachers (Level 2), the results indicated that controlling for student and classroom factors, students' ability to make connections between in‐school and out‐of‐school science experiences was associated with positive learning outcomes such as achievement, interest in science, careers in science, self‐efficacy, perseverance, and effort in learning science. Teacher practice connecting to students' out‐of‐school experiences was negatively associated with student achievement but has no association with other outcome measures. The mixed results found in this study alert us to issues and opportunities concerning the integration of students' out‐of‐school experiences to classroom instruction, and ultimately improving our understanding of science learning across contexts.     

A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies

National curricula need to change drastically to comply with the competences needed for the 21^st century. In this paper eight frameworks describing 21^st century competences were analysed. A comprehensive search for information about 21^st century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations was used to determine horizontal and vertical consistency between the frameworks. The frameworks were compared on their underlying rationales and goals, their definition of 21^st century competences, and the recommended strategies for the implementation and assessment of these skills in educational practice. In addition three international studies were examined to analyse how various countries (EU member states, OECD countries) and schools (SITES studies) deal (or not) with 21^st century competences. The findings indicate a large extent of alignment between the frameworks about what 21^st century competences are and why they are important (horizontal consistency), but intentions and practice seemed still far apart, indicating lack of vertical consistency. The implications of the implementation of 21^st century competences in national curriculum policies are discussed and recommendations are provided.     

Technological pedagogical content knowledge in teacher education: in search of a new curriculum

The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI.     

Learning from dilemmas: teacher professional development through collaborative action and reflection

This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of five university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional development. The results are based on qualitative data collected through in-depth interviews, working sessions, participant observation and teacher narratives. Our findings illustrate how interpersonal and intrapersonal dilemmas co-occur when teachers engage in collaborative inquiry. Working together towards shared goals brought to the surface differences in beliefs and expectations that generated conflict and tension, which sometimes interfered with teachers’ willingness to work together. At the same time, introducing changes to their teaching practice – a major goal of inquiry communities – challenged teachers to question and revise their personal beliefs about teaching and learning, thereby triggering intrapersonal dilemmas. Our findings also confirm the key role of critical reflection for bringing these dilemmas to the surface and benefiting from the opportunities they provide for learning and change. Areas that warrant further exploration to better understand the dilemmas within inquiry communities and how to support teachers in handling them are discussed.