Journal & Article

Psychology, Educational

I/F
# Journal I/F

EDUCATIONAL PSYCHOLOGIST

Coeditors' outgoing editorial statement. Culture as practice: Three pillars for Educational Psychologist (incoming editors' statement). Reimaging productive disciplinary engagement and expansive framing: A synthesis of equity-oriented scholarship. Universal design of educational psychology? Improving theory and application by focusing on students with disabilities. A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate. Leveraging cognitive load theory to support students with mathematics difficulty. Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing. Using incremental science to improve inclusive educational psychology research. A culturally responsive, ecological approach to cultivating and engaging twice-exceptional black males in gifted and talented and special education. Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions. Reflecting on decades of teacher expectations and teacher effectiveness research: considerations for current and future research. School segregation and social processes that shape early and middle childhood development Reconceptualizing teacher identity development Using a model of domain learning to understand the development of creativity An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation The relation between teacher-student interaction and executive function performance in children: A cross-cultural meta-analysis A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis The role of asset-based pedagogy in an interactive view of reading Toward a dynamic idiolect: Multilingual perspectives on the “science of reading” Achieving an adaptive learner Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment The promise and process of adaptive teacher empathy to support equity in diverse classrooms Reading is complex: Implications for research and practice Expanding the science of reading: contributions from educational psychology Introduction to the special issue on policy-oriented research: Enhancing the relevancy of educational psychology to policy. Influencing educational change through policy-engaged research. A framework for approaching policy-oriented educational psychology research. Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform. Communally engaged educational psychology: A philosophy of engagement. How can educational psychology inform policy? Advancing the debate: The need for policy-oriented activism research in educational psychology. Toward a cohesive psychological science of effective feedback. A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. What is the role of race in educational psychology? A review of research in Educational Psychologist An integrated model of learning from errors A systematic review of orthographic learning via self-teaching Racisms of commission and omission in educational psychology: A historical analysis and systematic review Self-regulatory processes within and between diverse goals: The multiple goals regulation framework Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates Racisms of commission and omission in educational psychology: A historical analysis and systematic review Self-regulatory processes within and between diverse goals: The multiple goals regulation framework The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories The antiracist educator’s journey and the psychology of critical consciousness development: a new roadmap Critical culturalized comprehension: exploring culture as learners thinking about texts A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement