@article{ding_ridgard_cho_wang_2021, title={Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity}, volume={8}, ISSN={["1461-7374"]}, DOI={10.1177/01430343211042655}, abstractNote={ The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology. }, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Ding, Yi and Ridgard, Tamique and Cho, Su-Je and Wang, Jiayi}, year={2021}, month={Aug} }
 @article{begeny_codding_wang_hida_patterson_kessler_fields-turner_ramos_2020, title={An analysis of motivation strategies used within the small-group Accelerating Mathematics Performance through Practice Strategies (AMPPS-SG) program}, volume={57}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22334}, abstractNote={Abstract}, number={4}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Codding, Robin S. and Wang, Jiayi and Hida, Rahma M. and Patterson, Sierra L. and Kessler, Sarah and Fields-Turner, Felicia and Ramos, Kimberly A.}, year={2020}, month={Apr}, pages={540–555} }
 @article{wang_begeny_hida_oluokun_2020, title={Editorial boards of 45 journals devoted to school and educational psychology: International characteristics and publication patterns}, volume={41}, ISSN={["1461-7374"]}, DOI={10.1177/0143034319887522}, abstractNote={ To assess and promote internationally representative scholarship, several past studies have examined the geographic affiliation of journals’ editorial board members and authors. The present study is the first known to examine this with journals devoted to school and educational psychology. After systematically identifying all peer-reviewed scholarly journals around the globe that are specifically devoted to school or educational psychology ( N = 45), the goals of this study were to (a) report key characteristics about each journal’s editorial board, and (b) examine the extent to which geographic affiliation (country where one is employed) is consistent among a journal’s editorial board members and recent authors. One key finding revealed that editorial boards of the discipline’s journals represent individuals from all global regions, but many global regions (e.g. Africa, Eastern Europe, Latin America) are underrepresented. Another finding showed that the vast majority of journals evidence strong similarities in geographic affiliation between editorial board members and authors. Findings, implications, limitations, and future research directions are discussed in the context of internationalization. }, number={2}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Wang, Jiayi and Begeny, John C. and Hida, Rahma M. and Oluokun, Helen O.}, year={2020}, month={Apr}, pages={110–136} }
 @article{begeny_wang_hida_oluokun_jones_2019, title={A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology}, volume={40}, ISSN={["1461-7374"]}, DOI={10.1177/0143034319881474}, abstractNote={ One proposed way to support internationalization is to enhance internationally representative and culturally informed scholarship within a respective discipline, and academic journals are a primary source of scholarship for most disciplines. Therefore, to build upon efforts to assess and promote internationally representative scholarship, it is necessary to identify and know more about the discipline-specific journals within a field—including those published in different parts of the world and in different languages. The goals of this study were to (a) identify all peer-reviewed scholarly journals around the globe that are specifically devoted to publishing scholarship about school or educational psychology, and (b) obtain relevant information about those journals (e.g., information about the mission of each journal, article accessibility, language characteristics, etc.). One key finding indicated clear evidence of internationality in the discipline, but there are important limitations with respect to representation aspects of internationalization. Other findings showed that many journals offer free access to scholarly articles and that the vast majority of journals aim to publish scholarship that influences practice. All findings, implications, limitations, and future research directions are discussed in the context of internationalization within school and educational psychology, and are connected to discipline-relevant research, practice, training, collaboration, or advocacy. }, number={6}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Begeny, John C. and Wang, Jiayi and Hida, Rahma M. and Oluokun, Helen O. and Jones, Renee A.}, year={2019}, month={Dec}, pages={547–580} }
 @article{ding_cho_wang_yu_2019, title={Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach}, volume={40}, ISSN={["1461-7374"]}, DOI={10.1177/0143034319827347}, abstractNote={ The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed. }, number={3}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Ding, Yi and Cho, Su-Je and Wang, Jiayi and Yu, Qiong}, year={2019}, month={Jun}, pages={235–250} }
 @article{kim_begeny_hida_wang_jones_oluokun_2018, title={Publication characteristics and outlets of school and educational psychology scholars around the globe}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22158}, abstractNote={Abstract}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Kim, Eui Kyung and Begeny, John C. and Hida, Rahma and Wang, Jiayi and Jones, Renee and Oluokun, Helen}, year={2018}, month={Sep}, pages={955–968} }