期刊名称：JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT ISSN： 0734-2829 出版频率： Bi-monthly 出版社： SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 91320   出版社网址： http://www.sagepub.co.uk/ 期刊网址： http://jpa.sagepub.com/ 影响因子： 1(2015年) 1.054(2014年) 1.12(2013年) 0.872 (2012年) 0.939(2011年) 主题范畴： PSYCHOLOGY, EDUCATIONAL 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators. Although the major content of JPA is directed at the assessment of children and youth, relevant papers on adult assessment may be considered for publication. The range of topics covered by JPA includes multimethod assessment practices, process and outcome assessment, differential diagnosis, individual and group assessment, cross-cultural assessment, and psychometric properties of new and often used tests and assessment instruments. Of particular interest are papers that examine innovative assessment methods and models, relationships among existing instruments, diagnostic procedures, and the role and relevance of assessment in psychology and education. Papers employing varying research methodologies (e.g., quantitative, qualitative, mixed-methods) that demonstrate both the strengths and limitations of assessment methods and instruments are welcome. Frequently appearing articles address the assessment of behavior, creativity, intelligence and cognitive abilities, language skills, learning disabilities, learning environments, motor skills, memory, motivation and other conative factors, neurological functioning, personality and affective factors, social skills, and vocational abilities. Instructions to Authors The editor and editorial board of the Journal of Psychoeducational Assessment (JPA) will review manuscripts relevant for practicing psychologists, educational diagnosticians, special educators, academic trainers, and others interested in psychoeducational assessment. Although position papers will be considered, the primary purpose of the journal is to present methodologically sound, empirically based studies that provide implications for practitioners. Manuscripts that describe innovative assessment strategies, relationships between existing instruments, diagnostic procedures, the relationship between assessment and instruction, and review articles of assessment techniques, strategies, and instrumentation are particularly welcome. Implications for the practitioner should be clearly emphasized. In addition to manuscripts describing both psychoeducational assessment research and theory, the editor of JPA will also accept and review unsolicited book and test reviews. A portion of each issue of the journal will be reserved for the publication of both invited and unsolicited test and book reviews. Each book review should contain identifying information, including author(s), title, and publisher, and address issues of relevance for the practitioner. Each test review should also contain identifying information and be written with the practitioner's needs in mind. In addition, contributors should be familiar with and address the relevant test construction guidelines described in The Standards for Educational and Psychological Tests (AERA, APA, NCME) and published by the American Educational Research Association. All manuscripts should be submitted by email to the editor as a Word file attachment. The title page should include a listing of all authors, affiliations, complete contact information for the corresponding author, and a full word count. The cover letter should contain a statement that the article, review, or information contained in the submission has not been published elsewhere nor is it currently being considered for publication. Please include a statement that all ethical guidelines were followed as required for conducting human research. Preparation of the manuscripts should follow the most recent edition of the Publication Manual of the American Psychological Association.  Manuscripts that do not comply with these guidelines may be returned to the author for editing prior to beginning the review process. Each manuscript should be limited to approximately 5,000 words including references and tables. An abstract of 100 to 150 words and four to six keywords must also be provided. Manuscripts of fewer than 2,100 words should be submitted as Brief Reports. Because all manuscripts are reviewed anonymously, please do not include any identifying information in the paper or as headers or footers. Each test/book review should be limited to 2100 words. Manuscripts and test and book reviews should be submitted to JPA Editor, Dr. Donald H. Saklofske at don.saklofske@ucalgary.ca.  If necessary, correspondence may be directed to Dr. Donald H. Saklofske, Division of Applied Psychology, 2500 University Drive N.W., University of Calgary, Calgary, Alberta, Canada T2N 1N4. After review by the Editor and Editorial Consultants, the corresponding author for the manuscript will be advised of the decision.  Manuscripts will be assigned to one of four categories: (1) accepted with minor revision; (2) accepted with substantial revisions; (3) rejected, but encourage resubmission; and (4) rejected. Authors who submit a manuscript or review do so on the understanding that if it is accepted for publication, copyright of the article, including the right to reproduce the article in all forms and media, shall be assigned exclusively to the publisher.  The publisher will not refuse any reasonable request by the author for permission to reproduce any of his or her contributions to the journal. Editorial Board Associate Editors Cynthia A. Riccio Texas A&M University Jeffrey A. Miller Duquesne University Jacques Gregoire Catholic University of Louvain, Belgium   Founding and Consulting Editors Bruce A. Bracken The College of William & Mary - Williamsburg, Virginia R. Steve McCallum University of Tennessee, Knoxville   Editorial Board Members Achilles Bardos University of Northern Colorado A. Lynne Beal Private Practice, Toronto Sharon Bradley-Johnson Central Michigan University Jon M. Campbell University of Georgia College of Social Work Gary L. Canivez Eastern Illinois University Jason C. Cole UCLA School of Medicine Kelli D. Cummings University of Montana Jerome D'Agostino University of Arizona Oliver W. Edwards University of Central Florida Randy G. Floyd University of Memphis Brian French Purdue University Gretchen A. Gimpel Utah State University Betty E. Gridley Ball State University Terry Gutkin San Francisco State University Brian Hess American Board of Internal Medicine John M. Hintze University of Massachusetts, Amherst Stephen R. Hooper Clinical Center for the Study of Development and Learning Thomas J. Huberty Indiana University Anita M. Hubley The University of British Columbia, Canada Scott Huebner University of South Carolina Randy Kamphaus University of Georgia College of Social Work Harrison Kane Mississippi State University Alan S. Kaufman Yale University School of Medicine, New Haven, Connecticut USA James Kaufman California State University Thomas J. Kehle University of Connecticut Patricia Keith Keith Research & Evaluation Timothy Z. Keith University of Texas Larry J. Lewandowski Syracuse University Susan J. Maller Purdue University Paul A. McDermott University of Pennsylvania David McIntosh Ball State University Jack Naglieri George Mason University, Virginia Thomas Oakland University of Florida Salvador Ochoa The University of Texas - Pan American Steven Pfeiffer Florida State University College of Social Work LeAdelle Phelps SUNY at Buffalo H. Thompson Prout University of Kentucky William M. Reynolds Humboldt State University Ellen W. Rowe George Mason University Darrell Sabers University of Arizona Maryann Santos de Barona Arizona State University Barbara Schaefer Pennsylvania State University Vicki L. Schwean University of Calgary, Canada Steven R. Smith University of California Mark E. Swerdlik Illinois State University, Norman, Illinois Cathy F. Telzrow Kent State University Robert M. Thorndike Western Washington University Marley Watkins Pennsylvania State University