Research productivity and scholarly impact of APA-accredited school psychology programs: 2005–2009

School psychology as a research science: Are we headed in the right direction?

“…Are these three variables related in some way? Kranzler, Grapin, and Daley (2011) found that 70% of the articles authored by school psychology faculty over the past five years were published in non-school psychology journals. Does this publication pattern limit the impact factors of the major school psychology journals?…”

“…Manuscript submission rates for the five major journals are lower than for the major journals in related fields of psychology . Further, school psychology researchers publish the bulk of their work in journals outside of school psychology (Kranzler et al, 2011). This submission and publication pattern presumably dilutes the individual impact factors for school psychology journals.…”

“…Floyd et al (2011) provide excellent suggestions for editors and authors to enhance the impact of school psychology journals. In particular, editors need to advocate with the Web of Science to not only include all school psychology journals in impact factor calculations but also those journals that school psychology researchers tend to publish in (see Kranzler et al, 2011). Authors should make sure that they are reviewing and citing relevant articles from school psychology journals when reporting research studies or writing review articles.…”

Strategies and attributes of highly productive scholars and contributors to the school psychology literature: Recommendations for increasing scholarly productivity

“…This challenge may be overcome by drawing on prior research using productivity indices which have been calculated in various ways including a simple numerical tally of how many publications a researcher has published and taking into account an author's position relative to his or her co-authors. The productivity indicator of program prestige has been applied in psychology (Webster, Hall, & Bolen, 1993), education (Hsieh et al, 2004) and school psychology (Davis, Zanger, Gerrard-Morris, Roberts, & Robinson, 2005;Kranzler, Grapin, & Daley, 2011;. Little (1997) published the first study about the most prolific authors publishing in six school psychology journals from 1987 to 1995.…”

Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors

“…For example, Garfield (1992) published lists of the (a) most productive authors and institutions; (b) most cited papers, authors, and institutions; and (c) highest impact authors (along with their institutional affiliation) and institutions, that were all determined by publication or citation counts. In school psychology, Carper and Williams (2004) published a ranking of school psychology training programs based on faculty member publications, and Kranzler, Grapin, and Daley (2011) updated this list of school psychology training programs based on publication output. Such scholarly publications have significant consequences for the reputations of authors and institutions, making publishing a necessity for those in research-intensive institutions, often referred to as the "publish or perish" phenomenon (Campbell, 1982).…”