An Updated Analysis of Author Affiliation across Four School Psychology Journals: Is Practitioner Research Increasing?
Saved in:
| Title: | An Updated Analysis of Author Affiliation across Four School Psychology Journals: Is Practitioner Research Increasing? |
|---|---|
| Language: | English |
| Authors: | Aspiranti, Kathleen B. (ORCID |
| Source: | Psychology in the Schools. Feb 2018 55(2):165-175. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | School Psychology, Periodicals, Evidence Based Practice, Journal Articles, Classification, Authors, Regression (Statistics), Educational Research |
| DOI: | 10.1002/pits.22097 |
| ISSN: | 0033-3085 |
| Abstract: | This study analyzed articles published in four school psychology journals ("Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review") between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical, and affiliation of each author was classified as either practitioner or university. Results were compared to those of a previous study that similarly classified articles from 2000 to 2008. Across the years, the total number of authors increased; however, the proportion of practitioners compared to university affiliates decreased from 9% to 6%. In particular, a regression analysis revealed a large increase in the number of university secondary authors. Discussion focuses on examining the impact that practitioners' involvement in research has on implementing evidence-based practices within the schools. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1165813 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
