An alternate look at educational psychologist’s productivity from 1991 to 2002

Hsieh, Pei-Hsuan; Acee, Taylor W.; Hung, Yi‐Teng; Hsieh, Ya‐Ping; Kim, Hyun‐Jin; Thomas, Greg D.; You, Ji-in; Robinson, Daniel H.

doi:10.1016/j.cedpsych.2004.03.002

Cited by 23 publications

(23 citation statements)

References 8 publications

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“…A trend noted by both Robinson et al (1998) and Hsieh et al (2004) was that educational psychology research is becoming more collaborative. In 1976, the average number of authors per article was 1.82 (N = 210); in 1996, it was 2.36 (N = 154); and in 2004, it was 2.56 (N = 166).…”

Section: Average Number Of Authors Per Articlementioning

confidence: 91%

“…Although male editorial board members have more years of experience, do they also publish at a higher rate than female board members? We examined JEP using a 1991-2002 database from another study (Hsieh et al, 2004). For male editorial board members, the average number of JEP articles authored was 2.94, whereas for females it was 1.69.…”

Section: Editorial Board Membershipmentioning

confidence: 99%

“…Using the 1991-2002 data (Hsieh et al, 2004), we compared the publication records of the two male editors in 2004 to the three female editors in 2004 (for CEP, EP, EPR, and JEP) in terms of number of articles authored in five leading educational psychology journals (these four plus Cognition & Instruction). The male editors averaged 9.5 articles whereas the female editors averaged 10.3 articles over the same period.…”

Section: Editorshipsmentioning

confidence: 99%

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Women’s Involvement in Educational Psychology Journals from 1976 to 2004

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we compare the Robinson et al. data with our more recent data. We found that from 1996 to 2004, the percentage of women members in education and psychology organizations has risen. Meanwhile, the percentage of women authors has remained stable; the percentage of women editorial board members has risen slightly; and the percentage of women editors has risen dramatically. We also found that the percentage of women authors and editorial board members lags slightly behind what would be expected based on organizational membership percentages for women. On the other hand, there are now more female editors than would be expected.

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Section: Average Number Of Authors Per Articlementioning

confidence: 91%

Section: Editorial Board Membershipmentioning

confidence: 99%

Section: Editorshipsmentioning

confidence: 99%

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Women’s Involvement in Educational Psychology Journals from 1976 to 2004

2005

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“…The top five authors of Smith et al included Richard Mayer, Gregory Schraw, Steve Graham, Kathyrn Wentzel, and Herbert W. Marsh. Hsieh et al (2004) analyzed the same journals and similar time periods as Smith and colleagues; however, they used a different methodology to determine the top authors in the field. In contrast to Smith et al (2003), Hsieh et al chose not to exclude editorials because "if we did so, we felt we would also have to exclude articles that appeared in special issues, as such articles that are typically invited and not subjected to the same review process as unsolicited manuscripts" (2004, p. 336).…”

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confidence: 99%

Attributions of Productive Authors in Educational Psychology Journals

Mayrath

2007

Educ Psychol Rev

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Are there similarities in the writing approaches and practices among the topproducing authors in our field? If so, perhaps knowing this information may benefit graduate students or recent graduates. In this paper, I asked 13 authors to explain why they were so productive in terms of publishing in educational psychology journals. Four categories of authors' attributions for productivity were identified: collaboration, passion/ curiosity, research skills, and time management. All categories were consistent with the extant literature on productivity. It is hoped that providing beginning scholars with the practices of the top authors in their field may help them to be more efficient and effective in their quest of writing for publication.

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“…We should encourage collaboration, rather than discourage it. To that end, I have tried to change the way we view productivity in educational psychology by not relying solely on formulas that give less credit for collaborative efforts (Hsieh et al, 2004). The second thing Alan said was that if you do replication and extension work, it's considered dull and boring and not insightful.…”

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confidence: 97%

Editorial

Robinson

2006

Educ Psychol Rev

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Twenty years ago I was an undergraduate at the University of Nebraska, enrolled in the teacher education program. I was taking an educational psychology course taught by an energetic graduate student named Alice Corkill. Corkill's teaching style inspired me to become interested in educational psychology. One day I went to her class and another energetic person who introduced himself as John Glover was at the front of the room. He explained that Alice had been in a cycling accident and he would be teaching her class that day. Glover's passion and enthusiasm impressed me. Although my contact with John Glover lasted only about an hour, it, combined with Corkill's persuasiveness, influenced my later decision to pursue graduate school in educational psychology. In 1988, I walked into my first graduate course, Cognition and Learning, at Nebraska and met the instructor, Ken Kiewra. Kiewra's energy and enthusiasm were also contagious and influenced my shift in majors from development to learning. A year later, I took a course on learning theories from Ray Kulhavy at Arizona State University, and Ray's magnificent style captivated me and motivated me to become a researcher. Thus, these four people-all recognizable in the field of educational psychology-helped to shape my career path.Educational Psychology Review (EPR) was John Glover's creation. The journal's main purpose was to publish state-of-the-art reviews, although Glover also welcomed papers on the history and profession of educational psychology and briefer reviews and commentaries. Tragically, his life ended abruptly at the end of 1989 at the age of 40. Steve Benton, Glover's former student, took over the reins as editor and developed EPR into an outstanding journal. Benton expanded the scope of EPR by welcoming special issues, "Reflections on the Field" papers, and interviews.In 2001, Benton passed the baton to another person with University of Nebraska ties, Ken Kiewra. Again, the journal's scope expanded to also welcome book reviews and "Research into Practice" papers that described educational innovations and how they could be implemented. Kiewra, like Benton, continued to advance EPR to the stellar reputation it now enjoys.I now take over as the fourth editor of EPR during its 18th year. Yes, Kiewra was, like Glover was to Benton, my advisor, so the lineage continues. Like the three previous editors, I will try to both enhance EPR's reputation as a home for integrative state-of-the-art review papers, and also expand its scope to include other types of articles that meet the following

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An alternate look at educational psychologist’s productivity from 1991 to 2002

Cited by 23 publications

References 8 publications

Women’s Involvement in Educational Psychology Journals from 1976 to 2004

Women’s Involvement in Educational Psychology Journals from 1976 to 2004

Attributions of Productive Authors in Educational Psychology Journals

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