TY - JOUR
T1 - An updated analysis of author affiliation across four school psychology journals
T2 - Is practitioner research increasing?
AU - Aspiranti, Kathleen B.
AU - McCleary, Daniel F.
AU - Ratliff, Stephen R.
N1 - Funding Information:
Despite the barriers to conducting research as a practitioner, practicing school psychologists are in a unique position to provide a great impact to the research base. For example, school-based practitioners are working with students day to day, implementing interventions, and evaluating data from both the academic and behavioral progress monitoring of students. As part of the school system, practitioners can more readily effect change from within, in part because school personnel are more likely to be influenced by other school-based professionals than they are by outside researchers (Merrell, Ervin, & Peacock, 2012). School psychologists are trained in research methods, statistics, and data analysis (APA, 2002; Merrell et al., 2012; National Association of School Psychologists [NASP], 2010; Skinner, 2004). Formal research of interventions implemented within the schools and subsequently publishing the research could lead to more effective and robust interventions being implemented within the schools and provide a stronger research base for teachers and fellow school psychologists to choose from. A quick glance at the U.S. Department of Education's Institute for Education Sciences What Works Clearinghouse indicates few interventions are strongly supported by research (www.ies.ed.gov/ncee/wwc/).
Publisher Copyright:
© 2017 Wiley Periodicals, Inc.
PY - 2018/2/1
Y1 - 2018/2/1
N2 -
The study reviewed articles from four school psychology journals between 2009 and 2015, categorizing them based on their nature (narrative or empirical) and author affiliation (practitioner or university). When compared to a previous study (2000-2008), there was a rise in the total number of authors, but a decrease in the percentage of practitioner authors from 9% to 6%. Specifically, there was a notable increase in university secondary authors. The discussion emphasized the influence of practitioners' involvement in research on the application of evidence-based practices in schools.
AB -
The study reviewed articles from four school psychology journals between 2009 and 2015, categorizing them based on their nature (narrative or empirical) and author affiliation (practitioner or university). When compared to a previous study (2000-2008), there was a rise in the total number of authors, but a decrease in the percentage of practitioner authors from 9% to 6%. Specifically, there was a notable increase in university secondary authors. The discussion emphasized the influence of practitioners' involvement in research on the application of evidence-based practices in schools.
KW - authorship
KW - practitioner
KW - scholarship
UR - https://www.scopus.com/pages/publications/85040192981
UR - https://www.scopus.com/pages/publications/85040192981#tab=citedBy
U2 - 10.1002/pits.22097
DO - 10.1002/pits.22097
M3 - Article
AN - SCOPUS:85040192981
SN - 0033-3085
VL - 55
SP - 165
EP - 175
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 2
ER -