2019
DOI: 10.1002/pits.22255
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Content and impact of articles published by school psychology faculty

Abstract: School Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty be… Show more

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Cited by 2 publications
(7 citation statements)
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References 25 publications
(55 reference statements)
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“…One area is topic selection and how they can be used to frame discussions. We inferred from the high ratio reported by Hulac et al (2019) that readers view academic journals as an important resource for professional issues in school psychology. Yet an alternative explana-This document is copyrighted by the American Psychological Association or one of its allied publishers.…”
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confidence: 99%
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“…One area is topic selection and how they can be used to frame discussions. We inferred from the high ratio reported by Hulac et al (2019) that readers view academic journals as an important resource for professional issues in school psychology. Yet an alternative explana-This document is copyrighted by the American Psychological Association or one of its allied publishers.…”
mentioning
confidence: 99%
“…In terms of time and resources, conducting a survey study or writing a position paper on professional issues is comparatively easier than conducting a randomized control trial to test a promising systems-level intervention or developing the next generation of system-wide consultation models to address the demographic changes in many of our schools. Yet the ratio reported by Hulac et al (2019) limits our understanding of research, practice, and policy implications as applied to school psychology assessment, intervention, and consultation services, all of which are needed to maintain relevance in the 21st century. Nonetheless, correcting this ratio is inconsequential if, as CP&G cogently noted, the disconnect that has long existed between school psychology researchers, practitioners, and trainers continues.…”
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confidence: 99%
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