Giving Away the Science of School Psychology
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| Title: | Giving Away the Science of School Psychology |
|---|---|
| Language: | English |
| Authors: | Tory L. Ash (ORCID |
| Source: | School Psychology Review. 2025 54(4):443-458. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B200026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | School Psychologists, School Psychology, Open Educational Resources, Replication (Evaluation), Research Design, Research Utilization, Data Use, Access to Information, Evidence Based Practice, Scientific Research, Research Projects, Scientific and Technical Information |
| DOI: | 10.1080/2372966X.2024.2417234 |
| ISSN: | 0279-6015 2372-966X |
| Abstract: | Within the field of school psychology, we often put a premium on evidence-based practices, but what is often missing from these conversations is a consideration of replication and open science principles in the evaluation of evidence. Amid growing concerns regarding the replicability of psychological science, calls for greater research transparency, and more careful consideration of the conditions under which a finding might replicate, research suggest that school psychologists' uptake of open science practices may lag behind that of other social science disciplines. The present paper synthesizes the literature on the replication crisis and corresponding credibility revolution in psychology, describes various open science practices, and considers barriers and adaptations needed to implement these practices in school-based research. The paper ends with recommendations on how to better give away the science of school psychology via transparent research practices so that research consumers can better reap the benefits of evidence-based practice. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/73c85/?view_only=521b04f6c695485fb7bfbfca86aea40b |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1502943 |
| Database: | ERIC |
| Abstract: | Within the field of school psychology, we often put a premium on evidence-based practices, but what is often missing from these conversations is a consideration of replication and open science principles in the evaluation of evidence. Amid growing concerns regarding the replicability of psychological science, calls for greater research transparency, and more careful consideration of the conditions under which a finding might replicate, research suggest that school psychologists' uptake of open science practices may lag behind that of other social science disciplines. The present paper synthesizes the literature on the replication crisis and corresponding credibility revolution in psychology, describes various open science practices, and considers barriers and adaptations needed to implement these practices in school-based research. The paper ends with recommendations on how to better give away the science of school psychology via transparent research practices so that research consumers can better reap the benefits of evidence-based practice. |
|---|---|
| ISSN: | 0279-6015 2372-966X |
| DOI: | 10.1080/2372966X.2024.2417234 |
