This paper is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster’s (2019) evidence-making framework is utilised to analyse reports through the theoretical perspectives of relational materialism. This analysis suggests acts of translation are produced by the way in which the authoring psychologist is positioned within relational assemblages of material (e.g., report format) and psychosocial (e.g., beliefs) components found at the intersection of education and psychology. By evidencing the utility of reports through theory and practice, the inquiry illustrates how the practical meaning, value and effect of reports is not pre-determined and fixed. Instead, it suggests their utility is relational and dependent on context-specific conditions and the way in which school psychologists respond within these conditions. Implications for practice are discussed.

中文翻译：

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翻译报告：学校心理学家、知识创造和教育学

本文是一项后定性调查 (PQI)，探讨学校心理学家如何以及以何种效果支持将心理教育报告转化为有学习困难的儿童的教学法。Rhodes & Lancaster (2019) 的证据制作框架利用三位澳大利亚学校心理学家的知识制造实践，以及我自己作为一名实践学校心理学家的经验，通过关系唯物主义的理论视角分析报告。这一分析表明，翻译行为是由创作心理学家在教育和心理学交叉点发现的材料（例如，报告格式）和社会心理（例如，信仰）组件的关系组合中定位的方式产生的。通过理论和实践证明报告的效用，调查说明了报告的实际意义、价值和效果如何不是预先确定和固定的。相反，它表明它们的效用是相关的，并且取决于特定环境的条件以及学校心理学家在这些条件下的反应方式。讨论了对实践的影响。