@article{braden_2024, title={On (Cognitive) Bias in School Psychology}, ISSN={["2154-3984"]}, DOI={10.1177/08295735241262850}, abstractNote={In this essay, I explore how cognitive bias, rather than racial or ethnic bias, may inhibit the ability of school psychologists to advance social justice through research and practice. I begin with the argument that tests advance the cause of social justice because they define problems (i.e., disparities among groups) in objective, measurable terms. I then argue that, rather than doing the cognitively demanding work of collecting, evaluating and applying scientific evidence to enhance outcomes for all students, school psychologists default to less cognitively demanding strategies (specifically, confirmatory and conjunction biases) to guide how they define and respond to the problem of inequities among groups. I propose that research, practice, and professional education in school psychology would be more likely to advance outcomes for all students if we shift our focus from arguing what could cause disparities among groups to a focus on applying the theories and technologies derived from objective, measurable scientific research.}, journal={CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY}, author={Braden, Jeffery P.}, year={2024}, month={Jun} }
 @article{braden_2024, title={Registered reports and replications: An ongoing Journal of School Psychology initiative}, volume={103}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2024.101294}, abstractNote={Recent psychological research suggests that many published studies cannot be replicated (e.g., Open Science Collaboration, 2015). The inability to replicate results suggests that there are influences and biases in the publication process that encourage publication of unusual-rather than representative-results, and that also discourage independent replication of published studies. A brief discussion of the ways in which publication bias and professional incentives may distort the research literature in school psychology is contrasted against the importance of replications and preregistration of research (i.e., registered reports) as self-correcting mechanisms for research in school psychology. The limitations of current practices, coupled with the importance of registered reports and replications as self-correcting mechanisms, provide the context for this ongoing initiative in the Journal of School Psychology. Processes for manuscript submission, review, and publication are presented to encourage researchers to preregister studies and submit replications for publication.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Braden, Jeffery P.}, year={2024}, month={Apr} }
 @misc{braden_2007, title={How testing came to dominate American schools: the history of educational assessment, Gerard Giordano, New York, Peter Lang (2005), pp. xx+ 288, ISBN: 0-8204-7255-7}, volume={35}, ISSN={0160-2896}, url={http://dx.doi.org/10.1016/j.intell.2006.03.008}, DOI={10.1016/j.intell.2006.03.008}, number={3}, journal={Intelligence}, publisher={Elsevier BV}, author={Braden, Jeffery P.}, year={2007}, month={May}, pages={303} }
 @article{hurwitz_elliott_braden_2007, title={The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.}, volume={22}, ISSN={1939-1560 1045-3830}, url={http://dx.doi.org/10.1037/1045-3830.22.2.115}, DOI={10.1037/1045-3830.22.2.115}, number={2}, journal={School Psychology Quarterly}, publisher={American Psychological Association (APA)}, author={Hurwitz, Jason T. and Elliott, Stephen N. and Braden, Jeffery P.}, year={2007}, month={Jun}, pages={115–144} }