Journal & Article

Psychology, Educational

I/F
# Journal I/F

EDUCATIONAL PSYCHOLOGIST

A humanizing approach to race-focused research in educational psychology. Black girl embodied motivation: A critically, race-gender reimagined motivation theory. Combating scientific racism in psychological science and educational psychology: Interrogating notions of rigor. Leveraging QuantCrit to expose and challenge systemic racism in educational psychology. Address the elephant in the room, not the broken glass on the floor or, the ethical demand to see the elephant—and see us. Commentary: It takes a multidisciplinary village. Methodological considerations for incorporating students with disabilities into educational psychology theory and practice. Embracing complexity: Applying intersectional, post-oppositional approaches to examinations of students with disabilities in educational psychology research. 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. Centering students with learning disabilities in intervention research: Implications for educational theory. Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research. How (much) do people revise their goals after success and failure? The Triple-A model of goal revision. Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions. The role of teachers' emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Reflecting on decades of teacher expectations and teacher effectiveness research: considerations for current and future research. Critical Culturalized Comprehension: Exploring Culture as Learners Thinking about Texts The Antiracist Educator's Journey and the Psychology of Critical Consciousness Development: A New Roadmap A Meta-Analysis of Teachers' Provision of Structure in the Classroom and Students' Academic Competence Beliefs, Engagement, and Achievement 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