School Psychology in Venezuela

León, Carmen Martín de; Campagnaro, Silvana; Matos, Milena

doi:10.4135/9781412976138.n43

Cited by 5 publications

(8 citation statements)

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“…One key finding from this study is that the relative lack of causal–experimental research in school psychology journals should continue to raise concern for the field in general, but our data also reflect an even greater problem for the tens of thousands of international colleagues who work in countries that have little to no representation of causal–experimental research in several of our school psychology journals. As was highlighted by others (e.g., Begeny, Yeager, & Martinez, ; Leon et al., ; Villarreal et al., ), it is important that all school psychology researchers and practitioners have access to publications that, as much as possible, closely reflect the context in which they are researching or practicing. In a similar vein, the development and sustainability of an international field is extremely limited when research publications are mainly focused on a small number of countries in the world, often resulting in the global community of researchers not being able to understand important nuances that a wider cultural lens would elucidate for both science and practice (O'Gorman et al., ).…”

Section: Discussionmentioning

confidence: 99%

“…For example, evidence suggests that school psychologists and other educators around the globe want more information and scholarship about interventions they can use during daily practice (see several of the chapters in Jimerson et al., ). Writing about school psychology in Venezuela, for example, Leon, Campagnaro, and Matos () wrote: “Applied research is considered fundamental…the most important research‐related issues include the development and evaluation of intervention strategies to determine their effectiveness in the Venezuelan reality” (p. 433). Soto et al.…”

Section: Examining Experimental Research In School Psychologymentioning

confidence: 99%

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Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

Begeny

Levy

Hida

et al. 2017

Psychology in the Schools

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Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization.

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Section: Discussionmentioning

confidence: 99%

Section: Examining Experimental Research In School Psychologymentioning

confidence: 99%

Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

Begeny

Levy

Hida

et al. 2017

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Indeed, ample evidence suggests that educators around the world desire more information about intervention strategies they can use as part of their everyday practice (Jimerson et al 2007). For example, writing about current issues impacting education in Venezuela, Leon et al (2007) wrote: ''Applied research is considered fundamental…the most important research-related issues include the development and evaluation of intervention strategies to determine their effectiveness in the Venezuelan reality'' (p. 433). Soto et al (2007) highlighted a similar desire for information about effective intervention strategies for Peruvian educators.…”

Section: Reading Fluency Intervention Research For Spanish-speaking Smentioning

confidence: 99%

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

2011

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This study compared children's Spanish reading performance across 2 reading intervention conditions: small group versus individual (teacher-student). Six second-grade Costa Rican students with low Spanish reading ability participated in the study. An alternating-treatments design was used to compare the relative effectiveness of the 2 interventions to each other and to a no-intervention control condition. Results showed that nearly all students benefitted from 1 or both of the reading interventions. Findings are consistent with previous research with English readers and suggest that delivering fluency-based reading interventions with fidelity (such as those described in the current study) to Spanish readers may be an effective way to improve Spanish-speaking students' reading skills. Results are also consistent with past research on the comparable effectiveness of delivering a readingfluency intervention to a small group versus an individual. Implications of these findings are discussed in terms of relative efficiency in the delivery of readingfluency interventions, and with respect to educators in and out of the United States who work with students struggling with Spanish-reading fluency.

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“…Regarding Goal 1A, it is important to point out that professional development—whether it be in the form of training someone else or oneself—will be enhanced and more equitable across the international discipline when everyone has access to scholarship that, as much as possible, reflects the context in which they research and/or practice (Leon, Campagnaro, & Matos, ; Leong & Ponterotto, ). In this special issue, Dang, Weiss, Trung, and Ho () offer a relevant example of this by providing information about interventions for Vietnamese students’ problem‐solving and social‐emotional skills.…”

Section: Considering Internationalization In School and Educational Pmentioning

confidence: 99%

A working definition and conceptual model of internationalization for school and educational psychology

Begeny

2018

Psychology in the Schools

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Internationalization has been described as a moral, intellectual, and professional imperative for psychology and its subdisciplines. Numerous scholars within and outside of psychology have been discussing the meaning and importance of internationalization, but the descriptions, definitions, and goals described within the existing literature vary. Furthermore, many authors have used the term “internationalization” without providing any description or definition at all, as is likewise the case with the school and educational psychology scholarship. The central purpose of this paper is to propose a working definition, set of potential goals, and conceptual model of internationalization that has relevance for school and educational psychology. As discussed in the paper, the ideas presented are meant to stimulate opportunities for dialogue, reflection, and critique among a global community of scholars and practitioners—they are not presented with the viewpoint that they ought to be adopted. Within the conceptual model, it is argued, for example, that intentionality, inclusivity, reciprocity, and consideration of goals will help to support internationalization efforts. Proposed goals include relatively more immediate objectives (e.g., enhancing internationally representative scholarship, improving discipline‐relevant advocacy and support efforts) that should help to enable broader internationalization goals (e.g., offering the most effective services to those supported by the international community of school and educational psychologists). The conceptual model is also discussed in the context of existing discipline‐specific research and areas of scholarship that are relatively scarce. The paper concludes by describing limitations, considerations, and potential future efforts relevant to definitions and conceptualizations of internationalization.

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School Psychology in Venezuela

Cited by 5 publications

References 0 publications

Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

A working definition and conceptual model of internationalization for school and educational psychology

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