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The Society for the Teaching of Psychology formed a task force in 2000 on Uniting Scholarship and Teaching to develop suggestions for how the Society might facilitate Boyer's (1990) and Halpern et al.'s (1998) expanded views of traditional scholarship with respect to the teaching of psychology. This article represents a partial fulfillment of that charge. Specifically, we explore the scholarly dimensions of teaching, research, service, and administration and consider models for undertaking and documenting scholarship in each of these realms of academic life.Scholarship is an essential component of academic life. It informs all that we do in the classroom, laboratory, or other settings in institutions of higher education.

The article discusses salient factors that influence the current context within which homeschooling occurs. Individual states have applied various approaches to establish regulations that both preserve the rights of homeschooling parents and fulfill the state's obligation to ensure that its residents receive the education to which they are constitutionally entitled. Case and ethnographic studies or research involving small and selected samples often appear in outlets associated with homeschool advocacy groups or in outlets that are not mainstream. The paucity of empirical evidence derived from methodologically strong research paradigms has led to little certainty about many aspects of homeschooling including its effectiveness in preparing an educated citizenry. From state to state, the understanding and definition of homeschooling varies widely, leading to equally wide variations in regulatory practices. The article documents and summarizes state-to-state variations in matters pertaining to homeschooling, and offers recommendations to help school psychologists work more effectively with students who are educated at home.

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Implications of the International Classification of Functioning, Disability and Health (ICF) on the development and use of tests in school settings are enumerated. We predict increased demand for behavioural assessments that consider a person's activities, participation and person-environment interactions, including measures that: (a) address contextual features; (b) rely on third-party respondents; (c) depend on observational approaches; (d) comprise batteries of tests developed simultaneously or co-normed and (e) emphasize process and progress monitoring. We review some tests from the United States that respond to each emerging demand and describe the international implications of these demands. We close by describing the implications of the ICF model and its associated changes in testing practices for service delivery and student outcomes.