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Top contributors to the school psychology literature: 1996–2005.

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Title: Top contributors to the school psychology literature: 1996–2005.
Authors: Roberts, Gabrielle A., Davis, Kim S., Zanger, Dinorah, Gerrard-Morris, Aimee, Robinson, Daniel H.
Source: Psychology in the Schools. Jul2006, Vol. 43 Issue 6, p737-743. 7p. 2 Charts.
Subjects: School psychology, Authors, Psychological literature, Authorship, Literature, Applied psychology, Educational psychology, Educational counseling, Psychology
Abstract: S.G. Little (1997) reported the top contributors to the school psychology literature from 1987 to 1995. The present study represents a follow-up by examining the top contributors from 1996 to 2005. Similar to Little, a list of the top 50 contributors was developed using a point system that assigned more credit based on fewer coauthors and higher authorship placement. Expanding upon the Little study, we also computed a list of the top 50 contributors in terms of number of articles authored, thus facilitating a comparison of the two methods. Melissa Bray ranked first on both lists. The top 10 authors in terms of articles also were ranked in the top 13 in terms of points. Thus, for the most productive authors, choice of criteria for ranking does not appear important; however, in terms of encouraging versus discouraging collaboration among researchers, criteria choice may be important. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 737–743, 2006. [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: Top contributors to the school psychology literature: 1996–2005.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jul2006, Vol. 43 Issue 6, p737-743. 7p. 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22School+psychology%22">School psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+literature%22">Psychological literature</searchLink><br /><searchLink fieldCode="DE" term="%22Authorship%22">Authorship</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Applied+psychology%22">Applied psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+counseling%22">Educational counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink>
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  Data: S.G. Little (1997) reported the top contributors to the school psychology literature from 1987 to 1995. The present study represents a follow-up by examining the top contributors from 1996 to 2005. Similar to Little, a list of the top 50 contributors was developed using a point system that assigned more credit based on fewer coauthors and higher authorship placement. Expanding upon the Little study, we also computed a list of the top 50 contributors in terms of number of articles authored, thus facilitating a comparison of the two methods. Melissa Bray ranked first on both lists. The top 10 authors in terms of articles also were ranked in the top 13 in terms of points. Thus, for the most productive authors, choice of criteria for ranking does not appear important; however, in terms of encouraging versus discouraging collaboration among researchers, criteria choice may be important. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 737–743, 2006. [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.)
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              Text: Jul2006
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