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An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing?

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Title: An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing?
Authors: Aspiranti, Kathleen B., McCleary, Daniel F., Ratliff, Stephen R.
Source: Psychology in the Schools. Feb2018, Vol. 55 Issue 2, p165-175. 11p. 3 Charts, 1 Graph.
Subjects: School psychology, Authorship, Periodical articles, School psychology research, Authors, Periodicals
Abstract: 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. [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: An updated analysis of author affiliation across four school psychology journals: Is practitioner research increasing?
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  Data: <searchLink fieldCode="AR" term="%22Aspiranti%2C+Kathleen+B%2E%22">Aspiranti, Kathleen B.</searchLink><br /><searchLink fieldCode="AR" term="%22McCleary%2C+Daniel+F%2E%22">McCleary, Daniel F.</searchLink><br /><searchLink fieldCode="AR" term="%22Ratliff%2C+Stephen+R%2E%22">Ratliff, Stephen R.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Feb2018, Vol. 55 Issue 2, p165-175. 11p. 3 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22School+psychology%22">School psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Authorship%22">Authorship</searchLink><br /><searchLink fieldCode="DE" term="%22Periodical+articles%22">Periodical articles</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychology+research%22">School psychology research</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Periodicals%22">Periodicals</searchLink>
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  Label: Abstract
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  Data: Abstract: This study analyzed articles published in four school psychology journals (<italic>Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly</italic>, and <italic>School Psychology Review</italic>) 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. [ABSTRACT FROM AUTHOR]
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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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=127188794
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        Value: 10.1002/pits.22097
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        Text: English
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      – SubjectFull: School psychology
        Type: general
      – SubjectFull: Authorship
        Type: general
      – SubjectFull: Periodical articles
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      – SubjectFull: School psychology research
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      – SubjectFull: Authors
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      – SubjectFull: Periodicals
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              Text: Feb2018
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              Y: 2018
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