@article{begeny_levy_hida_norwalk_field_suzuki_soriano-ferrer_scheunemann_guerrant_clinton_et al._2018, title={Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002-2016}, volume={70}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2018.07.001}, abstractNote={Although the discipline of school and educational psychology is arguably international (e.g., relevant research and practice is evident in more than 80 countries), there has been limited research examining the international scholarship published in school and educational psychology journals. Such an assessment is important because it provides one important metric for better understanding the field's level of internationalization. The purpose of this study was to evaluate every article (N = 4456) published from 2002 to 2016 across eight school and educational psychology journals that publish international scholarship. Each article's authorship and participant data were coded and reported in terms of respective country and geographical region. Research questions examined, for example, how the published scholarship aligns with international employment data for school psychologists and whether particular journals published a geographically wider breadth of articles. Overall findings indicated that although the field of school psychology is present in more than 80 countries, the overall scholarship in the reviewed journals predominantly features participants living in, and authors working in, North America or Western Europe. However, one journal (School Psychology International) published relatively more articles with participants from outside of these geographic regions. Also, journals affiliated with a national professional organization largely differed in their percentage of "within-nation" publications (e.g., articles with participants living in the same nation that sponsors the respective journal). Explanations of the data are discussed and several recommendations are made that, if followed, could improve the internationalization and geographical representation of scholarship in school and educational psychology.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Begeny, John C. and Levy, Rebecca A. and Hida, Rahma and Norwalk, Kate and Field, Stacey and Suzuki, Haruna and Soriano-Ferrer, Manuel and Scheunemann, Ann and Guerrant, Mary and Clinton, Amanda and et al.}, year={2018}, month={Oct}, pages={44–63} }
 @article{bernardo_begeny_earle_ginns_pilar grazioso_soriano-ferrer_suzuki_zapata_2018, title={Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22160}, abstractNote={AbstractAs the final paper within this special issue on Internationalization in School and Educational Psychology, this paper documents broad perspectives about internationalization from multiple school and educational psychologists who have worked in various contexts (e.g., in different professional roles and geographic locations). Based upon three core questions that contributors responded to, the paper systematically integrates all perspectives according to two primary categories: Strengths or Positive Indicators and Considerations, Concerns, and Needs. The former category is discussed with respect to three themes that emerged from contributors’ responses: (1) internationally focused scholarship, (2) presence and work of international organizations, and (3) study abroad, exchange, and international collaboration. The category pertaining to concerns and needs was also thematically summarized according to three topics: (1) power, paternalism, and neoliberalism, (2) paucity of critical dialogue and research, and (3) linguistic and financial barriers to internationalization. From the shared perspectives, concluding remarks are presented in the context of how the discipline can continue discourse and activities that, through internationalization, help to offer more equitable opportunities for professionals in the field and the communities they work to support.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Bernardo, Allan B. I. and Begeny, John C. and Earle, Orlean Brown and Ginns, Diana S. and Pilar Grazioso, Maria and Soriano-Ferrer, Manuel and Suzuki, Haruna and Zapata, Roxana}, year={2018}, month={Sep}, pages={982–992} }