Scholarly Productivity of School Psychology Faculty 2016–2020.
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| Title: | Scholarly Productivity of School Psychology Faculty 2016–2020. |
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| Authors: | Hulac, David M. (AUTHOR), Aspiranti, Kathleen B. (AUTHOR), Nyberg, Jaden (AUTHOR) |
| Source: | Psychology in the Schools. Mar2025, Vol. 62 Issue 3, p708-720. 13p. |
| Subjects: | School psychologists, School psychology, Modularity (Psychology), University faculty, Research personnel |
| Abstract: | Reviews of the scholarly productivity of school psychologists are useful for informing people who are in positions to review school psychology faculty member work. Normative data can serve as a benchmark to understand how productive school psychology faculty members are. The current research investigates faculty members at universities who have been identified as teaching future school psychology by the National Association of School Psychologists (NASP). Data were collected for a total of 921 faculty members regarding their research output between January of 2016 and December of 2020. Faculty members who were visiting, adjunct, or appeared not to have a requirement for research publication were removed from the analysis. Additionally, the 50 most productive scholars were listed to provide researchers an opportunity to understand high productivity. These study results represent the most comprehensive review of the field's publication output over the 5‐year period and may be useful to tenure, promotion, and hiring committees who are in situations where they need to evaluate school psychology faculty members' scholarly output. Summary: Those faculty from universities with highest doctoral research designations publish significantly more articles.On average, faculty published 1.97 articles per year, 0.81 first author publications per year, 0.05 sole author publications per year, and produced an average authorship credit of 0.59 per year.This equates to 9.97 total publications across the 5‐year time span. An individual publishing 22 articles between 2016 and 2020 has nearly one standard deviation more articles than the average of our sample. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Reviews of the scholarly productivity of school psychologists are useful for informing people who are in positions to review school psychology faculty member work. Normative data can serve as a benchmark to understand how productive school psychology faculty members are. The current research investigates faculty members at universities who have been identified as teaching future school psychology by the National Association of School Psychologists (NASP). Data were collected for a total of 921 faculty members regarding their research output between January of 2016 and December of 2020. Faculty members who were visiting, adjunct, or appeared not to have a requirement for research publication were removed from the analysis. Additionally, the 50 most productive scholars were listed to provide researchers an opportunity to understand high productivity. These study results represent the most comprehensive review of the field's publication output over the 5‐year period and may be useful to tenure, promotion, and hiring committees who are in situations where they need to evaluate school psychology faculty members' scholarly output. Summary: Those faculty from universities with highest doctoral research designations publish significantly more articles.On average, faculty published 1.97 articles per year, 0.81 first author publications per year, 0.05 sole author publications per year, and produced an average authorship credit of 0.59 per year.This equates to 9.97 total publications across the 5‐year time span. An individual publishing 22 articles between 2016 and 2020 has nearly one standard deviation more articles than the average of our sample. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23348 |
