Preparing Graduates for Careers in Publishing: A Publisher's Perspective

Baker, Robert F.

doi:10.1207/s15326985ep2002_8

Cited by 3 publications

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“…Besides these subjective appraisals, more tangible indicators of the discipline's vitality also exist. For example, there appears to be a consensus that career opportunities for graduates are both diverse and abundant (Baker, 1985;Jones, 1985;Tobias, 1985).…”

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confidence: 99%

Educational Psychology: A View From Within the Discipline

Scheurman¹,

Heeringa²,

Rocklin³

et al. 1993

Educational Psychologist

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An academic discipline cifn be defined on the basis of multiple sources of evidence. In spite of various efforts over the past 20 years to assess the identity of educational psychology, professionals within the field still lack a consensual view about its role and purpose as a discipline distinct from general psychology. One measure of a discipline's identity, which none of the attempts to define educational psychology have addressed, is the training of prospective educational psychologists. Although students at any institution must respond both to an implicit, hidden curriculum and to an explicit, formal curriculum, we argue that the latter best approximates the local consensus of professionals within the field. In this study, information was collected from a broad range OF schools who offer graduate degrees in educational psychology and analyzed according to curricular content, administrative organization, student autonomy, course distributions, and other requirements. In general, the data suggested three conclusions: (a) there is an apparent lack of consensus regarding the degree of specialization and diversity within the discipline, (b) that which is common among the public descriptions of graduate programs provides little evidence that educational psychology is independent from (as opposed to a subset of) the larger discipline of psychology, and (c) programs that differ in prestige differ somewhat in structure as well. Results are discussed both in terms of the positive and the negative implicitions of diversity within the discipline.I n a review of The Future of Educational Psychology (Wittrock & Farley, 1989), Calfee (1991) noted the optimistic tone taken by the authors: 'Xesearch in educational psychology [with] significance and utility for improving educational practice [and] refining psychological theory will be Requests for reprints should be sent to Thomas Rocklin, College of Education, The

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confidence: 99%

Educational Psychology: A View From Within the Discipline

Scheurman¹,

Heeringa²,

Rocklin³

et al. 1993

Educational Psychologist

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“…My aspirations were limited: to continue to improve this journal's coherence as a reflection of the discipline. As previous editor Sam Ball noted in his parting comments (Ball, 1984), "Educational psychology involve[s] such a mixture of topics that it would do justice to an academic version of mulligan stew" (see also Baker, 1985;Farley & Gordon, 1981;Jones, 1985;Tobias, 1985).The present situation brings both good news and bad news. The good news is that a great deal of exciting work by a wide range of actors is enlivening the field of educational psychology.…”

mentioning

confidence: 99%

“…My aspirations were limited: to continue to improve this journal’s coherence as a reflection of the discipline. As previous editor Sam Ball noted in his parting comments (Ball, 1984), “Educational psychology involve[s] such a mixture of topics that it would do justice to an academic version of mulligan stew” (see also Baker, 1985; Farley & Gordon, 1981; Jones, 1985; Tobias, 1985).…”

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confidence: 99%

Editorial.

Calfee¹

1986

Journal of Educational Psychology

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When I agreed to accept the position as Editor of the of the Journal, I saw an opportunity. Not all of my colleagues agreed with this assessment -some argued with me to the contrary. Serving as Editor brings little glory and entails a good deal of work, but it has met my needs to perform a service to our community of researchers and scholars. My aspirations were limited: to continue to improve this journal's coherence as a reflection of the discipline. As previous editor Sam Ball noted in his parting comments (Ball, 1984), "Educational psychology involve[s] such a mixture of topics that it would do justice to an academic version of mulligan stew" (see also Baker, 1985;Farley & Gordon, 1981;Jones, 1985;Tobias, 1985).The present situation brings both good news and bad news. The good news is that a great deal of exciting work by a wide range of actors is enlivening the field of educational psychology. Despite a decline in the resources available for research, our discipline is on the move. The bad news (from my perspective) is that little of this activity is found in the pages of the Journal. Although this publication does not have proprietary rights on research on educational psychology, it does make sense that future members of our discipline should find the "happenings" of a given time revealed in these pages.A few words about the state of the publication. Submissions have been declining in recent years. The rejection rate has remained high (only 1 in 7 submissions is accepted), reflecting a continuing commitment to quality. Most manuscripts reflect the tradition of empirical, atheoretical, largely quantitative research that has characterized the Journal in recent years (Ball, 1984). Recent events that are more qualitative and theoretical in character and more immediately linked to teaching and learning are likely to be found in edited volumes and some of the newer journals. Without meaning to horn in on others' territory, let me simply note that the role of this journal is to cover the full range of activity in our discipline. I would like to encourage more papers that are theoretical and more immediately linked to teaching to reflect this broadening range.Some odds and ends: (a) The Journal now accepts Brief Reports. I view this as an experiment for the next few years, an effort to provide a forum for replications, explorations, and occasional essays that enlighten the issues of educational psychology. Pilot studies are unlikely to meet the standard for this category, (b) We need more help in the review process. In particular, we solicit ad hoc reviewers from the ranks of younger scholars. Representation of women and individuals from ethnic minorities among these reviewers remains a concern, (c) Most submissions are from the United States; articles from other countries are most welcome, and in the interest of enhancing the breadth of the Journal, these submissions will receive special attention in matters of style and presentation.The Journal belongs to our community. Please keep us informed. If we are doing th...

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Educating Educational Psychologists

Weinstein¹

2017

The Future of Educational Psychology

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Preparing Graduates for Careers in Publishing: A Publisher's Perspective

Cited by 3 publications

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Educational Psychology: A View From Within the Discipline

Educational Psychology: A View From Within the Discipline

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Educating Educational Psychologists

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