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Scholarly Productivity of School Psychology Faculty 2016–2020.

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Title: Scholarly Productivity of School Psychology Faculty 2016–2020.
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]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Scholarly Productivity of School Psychology Faculty 2016–2020.
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  Data: <searchLink fieldCode="AR" term="%22Hulac%2C+David+M%2E%22">Hulac, David M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aspiranti%2C+Kathleen+B%2E%22">Aspiranti, Kathleen B.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nyberg%2C+Jaden%22">Nyberg, Jaden</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Mar2025, Vol. 62 Issue 3, p708-720. 13p.
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  Data: <searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychology%22">School psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Modularity+%28Psychology%29%22">Modularity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22University+faculty%22">University faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2025
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