In Practice is a graduate student-led, faculty supported scholarly publication, established in 2020 to provide graduate students in psychology and education with experience actively participating in the publishing process (i.e., submitting articles, peer reviewing, editing, revising content) while publishing content beneficial to the practice of school psychologists and the field of education as a whole. We welcome book reviews, opinion pieces, and manuscripts describing scholarly research, teaching and/or intervention strategies, and other written academic work relevant to K-12 education and socioemotional support.
- Provide scholarly feedback to authors about their submission to help them identify areas of improvement.
- Support the author’s understanding of the academic publication process, enhancing their skills for future publication in scholarly journals.
- Advance training, research, and practice in school psychology.
The Review Process
We adopt a double blind peer review process, which means both authors and peer reviewers are unaware of each others' identities. Editors assign submissions to peer reviewers with expertise in the content area. Peer reviewers use a rubric to provide the author with feedback on their submission. Feedback is intended to support the author's development as a researcher and writer. Once the author receives their feedback, they can make the suggested edits and resubmit for publication. The process of providing reviewer comments and author revisions may repeat to ensure the submission meets all of the rubric criteria for submission.
Please note that submissions are reviewed for equitable content by editors to ensure the content does not misrepresent people from minortized populations. Submissions that explicitly violate equitable guidelines are immediately rejected. Additionally, submissions identified to contain plagiarized material will be flagged to undergo further review, the result of which will determine whether the paper is allowed to proceed through the review process.