school psychology training and pedagogy

Official Journal of the Trainers of School Psychologists

Welcome to the official website for the Journal of School Psychology Training and Pedagogy (SPTP).

Formerly known as the Trainers' Forum, SPTP, is a double-masked, peer-reviewed, and indexed journal featuring original articles relevant to the preparation of school psychologists. The journal is designed for a readership of trainers who shape the field of school psychology, including graduate instructors, field supervisors, teaching assistants, and scholars.

Author Portal

Submit Special Issue Idea

Call for Papers | General Articles

SPTP is seeking articles or special issue themes that address teaching strategies and programming with an emphasis on lessons DEIJA pedagogy, online and tech-focused approaches, and other pedagogical topics. More information can be found under Work with Us: Author Guidelines.

Announcements

SPTP Special Issue_Training School Psychologists to Serve Rural Communities.pdf

SPTP is excited to announce a call for abstracts for a upcoming special issue of School Psychology Training and Pedagogy (SPTP) titled, "Cultivating Competence: Training School Psychologists to Serve Rural Communities." This special issue will be guest edited by Drs. Amy K. McDiarmid, Amanda Hardin & Beth Doll.

Please find a description of the call here. If interested in being considered for a full submission, please send a brief abstract of no more than 300 words by June 2, 2025 to the co-editors Amy K. McDiarmid (amy.mcdiarmid@du.edu) and Amanda Hardin (amanda-hardin@utc.edu).

Invitations for full-length manuscripts will be sent out by June 16, 2025. All inquiries should be directed to the Guest Editors.

TSP 2025 | AWARD WINNER

2024 Reviewer of the Year

Kathleen Aspiranti, PhD., University of Kentucky

SPTP recognizes the value of our Editorial Board to the stated mission of our journal and the advancement of the field. This award is given to an Editorial Board member who we believe has contributed to the growth and forward momentum of the journal through the quality, timeliness, and quantity of their reviews.

Visit the Trainers of School Psychology for full access to current and past issues.

Current Issue

PREVIEW Allen et al 41(1) 2025.pdf

PREVIEW Blake et al 41(1) 2025.pdf

PREVIEW Camacho et al 41(1) 2025.pdf

Allen, J., Thomas, C., Crosby J.W., & Provoust-Allen, O. (2025) Navigating the Dual Dilemma: Addressing School Psychology Practitioner and University Trainer Shortages. School Psychology Training and Pedagogy, 41 (1), 1-18.

Blake, J., Aspiranti, K., Hulac, D.M., King, B., & Arguello-Abramson, A. (2025) The Effects of Doctoral Program Identifying Factors on Post-Graduate Work Settings and Program Completion. School Psychology Training and Pedagogy, 41 (1), 19-26.

Camacho, K., Torres, A., Whitcomb, S., & Pannozzo, P. (2025) The Role of Graduate Educator Preparation Programs in Building Capacity for Underserved Districts. School Psychology Training and Pedagogy, 41 (1), 27-39.

PREVIEW Power et al 41(1) 2025.pdf

PREVIEW Crothers et al 41(1) 2025.pdf

Power, E. M., Deni, J., Williams, S. A. S., Hogg, N. J., & Trolian, T. L. (2025) Recruitment and Retention in School Psychology: Perspectives from Students. School Psychology Training and Pedagogy, 41 (1), 40-58.

Crothers, L. M., Steeves, T., Kolbert, J. B., Schreiber, J. B., Schmitt, A. J., Drischler, B., Paulson, K., Cowley, J., Klass, A., Vafiadis, A., & Perfetto, K. (2025) An Exploratory Study of a Brief Measure of Job Satisfaction in School Psychology Faculty. School Psychology Training and Pedagogy, 41 (1), 59-68.

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