Academic Journals Can and Should Contribute to the Future of School Psychology

Autor/inn/en	Gilman, Rich; Codding, Robin S.
Titel	Academic Journals Can and Should Contribute to the Future of School Psychology
Quelle	In: School Psychology, 35 (2020) 6, S.457-461 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Codding, Robin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000417
Schlagwörter	Periodicals; School Psychology; Change Agents; Writing for Publication; Counselor Attitudes + Suchen Sie Ihr Suchwort? Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Schulpsychologie
Abstract	In this Perspective, Rich Gilman and Robin Codding (the current and outgoing editors of "School Psychology") respond to Conoley, Power, and Gutkin's views of the role of academic journals to advance professional paradigm shifts. Based on both historical trends and current readership data, the authors provide several reasons that academic journals have and will continue to be a primary forum for discourse on how school psychology should evolve as a discipline. Nonetheless, academic journals have inherent limitations that hinder this discourse. The paper concludes with several recommendations that could enhance the contributions of academic journals to these discussions. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01