Concerns about the veracity of psychological research have been growing. Many findings in psychological science are based on studies with insufficient statistical power and nonrepresentative samples, or may otherwise be limited to specific, ungeneralizable settings or populations. Crowdsourced research, a type of large-scale collaboration in which one or more research projects are conducted across multiple lab sites, offers a pragmatic solution to these and other current methodological challenges. The Psychological Science Accelerator (PSA) is a distributed network of laboratories designed to enable and support crowdsourced research projects. These projects can focus on novel research questions or replicate prior research in large, diverse samples. The PSA’s mission is to accelerate the accumulation of reliable and generalizable evidence in psychological science. Here, we describe the background, structure, principles, procedures, benefits, and challenges of the PSA. In contrast to other crowdsourced research networks, the PSA is ongoing (as opposed to time limited), efficient (in that structures and principles are reused for different projects), decentralized, diverse (in both subjects and researchers), and inclusive (of proposals, contributions, and other relevant input from anyone inside or outside the network). The PSA and other approaches to crowdsourced psychological science will advance understanding of mental processes and behaviors by enabling rigorous research and systematic examination of its generalizability.

Aggregated data meta-analyses indicate a correlation between instructional leadership and student achievement. However, it is unclear to what extent this relationship can be generalized across cultural contexts, as most primary studies stem from Anglophone regions. Drawing on international large-scale assessment data, this 3-level individual participant data (IPD) meta-analysis examines this relationship over a 6-year period using a sample of 1.5 million students in more than 50,000 schools from 75 countries. The findings show that the mean correlation is close to 0 and that the relationship between instructional leadership and student achievement varies significantly across contexts. This is mainly due to the level of human development and cultural factors. Implications for policy, practice, and education research are discussed.

Normal 0 false false false BS-LATN-BA X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman";} Healthy development of social-emotional competence in early childhood years creates a strong foundation for future academic success and social-emotional well-being. The purpose of this descriptive study was to investigate preschool teachers’ use of strategies to support young children’s social-emotional competence. A total of 103 teachers and classrooms participated in the study. Descriptive findings of the study indicated that preschool teachers implemented a few practices to promote social-emotional competence in young children in the absence of training and professional development support. Preschool teachers were observed to implement universal promotion practices more often than tertiary preventions practices. Preschool teachers’ overall use of strategies to enhance the social-emotional competence of young children did not differ significantly across classroom types and levels and based on whether teachers received training on promoting social-emotional development and addressing challenging behaviors. Moreover, positive correlations between the level of preschool teachers’ use of social-emotional teaching strategies, classroom quality scores, and the number of adults in each classroom were observed. It was also observed that the correlation between preschool teachers’ use of strategies and the number of children in each classroom was negative. Implications of the findings for future research and practice are discussed.

Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed.