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

Previous investigations of the productivity of educational psychologists (Smith et al., 1998, Smith et al., 2003) have used a points system that defines high productivity as having few co-authors and high authorship placement. Due to the increasingly collaborative nature of educational psychology research (Robinson, McKay, Katayama, & Fan, 1998), defining productivity in this way may not fully capture the essence of our work nor provide the most useful information for potential graduate students. In taking a closer look at the most-published persons in educational psychology journals from 1991 to 2002, we found that most also published even more articles in other journals and regularly included co-authors, especially graduate students. Some persons, who have not been recognized as being the most productive in the Smith et al. lists, published considerably more articles than others who have appeared in those lists.     

Content and impact of articles published by school psychology faculty

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 between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research.     

Gender Inequality and Knowledge Production in Criminology and Criminal Justice

Studies show that co-authorship of scholarly articles in criminology and criminal justice journals are stratified by gender: males are more likely to publish with males, females are more likely to publish with males. Increasing co-authorship has led some to claim that the intellectual contributions of females may be devalued, systematically putting them at a disadvantage for tenure and promotion decisions. Despite the importance of understanding gender inequality in knowledge production, no studies have examined the mechanisms that produce this outcome. Using data from 656 publications in five journals, we examine the structure of gender and co-authorship by testing two mechanisms that may generate a gendered distribution among scholarly articles. Although females exhibit a greater proclivity toward co-authorship with males, we show that this is a consequence of higher productivity among males. The tendency for males to have higher productivity than females in publications actually increases the likelihood of cross-gender collaboration.     

Publication productivity among American criminologists: An analysis of gender,regional, and work differences

This study examines the research productivity of a random sample of members of the American Society of Criminology. A total of 178 respondents provided information on their publication productivity over the last five years. The results show that considerable variance exists within groups and among groups. Male Ph.D.s published more pages of books and journal articles than female Ph.D.s over the last five years, but the differences were not significant. Approximately 4 percent of male Ph.D.s failed to publish any journal articles, whereas almost 6 percent of female Ph.D.s had not published in journals. Nearly 40 percent of the Ph.D.s had failed to publish any material in books. Few significant differences were found among geographical regions, type of degree, and type of work.     

Raising Research Productivity in a Post-Soviet Higher Education System:A Case From Central Asia

To raise university research productivity, the government of Kazakhstan introduced a requirement for university faculty members to publish in journals with a nonzero impact factor in order to qualify for promotion. A survey of faculty members at six universities was conducted to explore their response to the policy. The results suggest that a promotion-linked publication requirement may lift faculty research productivity if it is accompanied by support structures and if universities have control over the promotion process.     

Article Productivity Among the Faculty of Criminology and Criminal Justice Doctoral Programs, 2010–2014

One important dimension of the quality of a graduate program is the quality of its faculty. Previous assessments of the publication productivity of criminology and criminal justice (CCJ) faculties have been needlessly incomplete and narrow, reflecting publications only in a small number of CCJ journals. Assessments covering only CCJ journals fail to reflect the multi-disciplinary nature of CCJ and bias results against programs whose most productive scholars publish in non-CCJ journals. The present research covers the full array of major journals in which CCJ-related research appears, by searching for articles using the Web of Science and ProQuest databases. This article is an update of two previous evaluations, covering 2000–2004 and 2005–2009. Based on article counts, the most productive faculties are those of Sam Houston State University, Florida State University and the University of Cincinnati. The article also summarizes changes in rankings of CCJ programs from 2000 through 2014.     

Professional standing and the reception of contributions to economics

This study assesses the relationship between selected professional characteristics of authors of articles published in four leading economics journals and the reception (citations) of these articles in subsequently published articles. Both early reception (citations received within 3 years) and total reception (citations received within 9 years) were examined. The three professional characteristics are professional age, rank of department of affiliation, and scientific repute. Articles written by economists with (1) the longest professional age, (2) an affiliation with one of the 19 most highly rated graduate departments, and (3) the greatest scientific repute received the most citations during both the early and total reception periods. The analysis is placed within the framework of the sociology of science.     

Publication Rates of Molecular Versus Non-Molecular Biologists: A Case Study of Seven Primarily Undergraduate Institutions

At many primarily undergraduate institutions, biology faculty members mentor student research collaborators. If publication is required for tenure and promotion, this research is expected to result in periodic publications; and publication rates are a common metric used to assess faculty productivity. However, we have uncovered a highly significant difference in the time required to publish articles based on biological sub-discipline. It takes, on average, twice as long for molecular biologists to publish articles than scholars from other sub-disciplines in biology. We believe that this analysis can be used to assess whether this phenomenon generalizes to other disciplines and/or other categories of institutions.     

Age and scientific productivity. Differences between fields of learning

This article analyzes the relationship between age and scientific productivity at Norwegian universities. Cross-sectional data indicate that publishing activity reaches a peak in the 45–49 year old age group and declines by 30 per cent among researchers over 60 years old. Large differences exist, however, between fields of learning. In the social sciences productivity remains more or less at the same level in all age groups. In the humanities publishing activity declines in the 55–59 year old age group, but it reaches a new peak in the group 60 years old and over. Productivity declines in the medical sciences among faculty members who are older than 55, while in the natural sciences, productivity continually decreases with increasing age.This article suggests that the differences between the various fields of learning arise from corresponding differences in the development of scientific disciplines. In fields where the production of new knowledge is fast and where new scientific methods and equipment are continuously introduced, researchers may have problems coping and thus become obsolescent. In fields where knowledge production occurs at a slower pace, e.g. the social sciences and the humanities, faculty may be productive throughout their careers. This explanation gains further support when looking at various natural and medical science disciplines. Older faculty members in physics are less productive than older researchers in mathematics, and older scientists in biomedicine are less productive than their colleagues of the same age in social medicine.     

PUBLICATION OUTLETS FOR SCHOOL PSYCHOLOGY FACULTY: 2010 to 2015

Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer‐reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles in each journal, and the acceptance rates and impact estimates for each journal. We identified school psychology faculty using the National Association of School Psychologists website and conducted a search of the publications using EBSCO databases. Results indicated that there were a total of 3,675 articles and a total of 832 peer‐reviewed journals in which school psychology faculty were published during the 6‐year span. Among the peer‐reviewed journals, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, and Journal of School Psychology were the journals in which school psychology faculty members most frequently published. Acceptance rates ranged from less than 5% to 98%, with an average of 29.7%. H‐indexes ranged from 1 to 890, with an average of 52. These results illustrate the variety of journals that publish works from school psychology faculty and the need for school psychology faculty and other authors to consider a variety of options when seeking publication.     

Key Authors in Business and Management Education Research: Productivity,Topics, and Future Directions

Previous studies of author productivity in business and management education (BME) research have focused on single disciplinary areas, and even single journals. This study is the first to examine the productivity of BME scholars across multiple disciplinary areas (i.e., accounting, economics, finance, information systems, management, marketing, and operations/supply chain management). We analyzed a pool of 17 BME journals with the highest hg‐index, by including the top three journals in the accounting and information systems areas, the top two journals in each of the other disciplinary areas, and an interdisciplinary BME journal. This examination covered a 10‐year period (2005‐2014), 4,464 articles and 9,617 article co‐authors. We identified 7,209 unique authors in this pool and ranked their productivity to create a “Key Authors” list. Each of the top 99 authors had five or more articles in our database. Our findings indicate the potential for cross‐disciplinary dissemination of research ideas and opportunities for scholars to enhance their research profile, because even a small increase in productivity can lead to substantial movement in the BME rankings of authors.     

THE EFFECT OF SENIOR AUDITORS ON COLLEGE CLASSES: AN ASSESSMENT BY FACULTY MEMBERS

College and university programs that permit older persons to audit regularly scheduled classes free of charge through tuition waiver programs are open to those aged 60 and over or 65 and over in at least 44 states. A study of such a program at a medium‐sized state university included a survey of 135 faculty members teaching classes audited by elder students. Seventy‐four percent of faculty members surveyed returned a one‐page survey questionnaire that asked them to describe the behavior of older auditors and compare them to younger students. Findings indicate that senior auditors are conscientious, most attending classes regularly and some completing written assignments and taking tests. Faculty members indicated that older auditors make a positive difference in class, learn as quickly as younger students, and are more motivated than younger students. Ninety percent of faculty respondents felt that the free audit program offers older students something of value. No significant differences in responses were found when controlling for the teaching experience of faculty members, for their age, or for the number of older students who had audited their classes.     

中国和国际高等教育合作网的比较与分析

教育期刊论文的情况往往是教育研究情况的一种反映.中外主要高等教育期刊刊名分别为<中国高等教育>(China Higher Education)、<高等教育研究>(中国)(Journal of Higher E-ducation)、Higher Education、Research of Higher Education.本文基于这四种高等教育期刊的相关参数分别建立相应的高等教育合作网,从论文作者数目及不同论文作者间的合作关系的角度,揭示中国与国际高等教育研究的特点和差异,并为它们的进一步发展提供启发性和指导性建议.     

《报任安书》与《出师表》比较研究

《报任安书》与《出师表》是同一时代不同时期的两篇文章，是两个处于不同历史条件下的身份不同的人所写的，反映的内容与表达方式迥异。但却在思想基础、情理、感情、文学等方面又有其通同之处。他们都是感人至深的不朽篇章，无论从思想内容、艺术形式以及文风等方面都对后世文章产生了重要影响。     

Publication Productivity of Criminologists

This article investigates the number of publications of thousands of members of the American Society of Criminology (ASC) in hundreds of journals listed in the Criminal Justice Periodical Index (CJPI). Publications in 2004–2005 of ASC members in 2005, and publications in 2010–2011 of ASC members in 2011, were investigated. Only ASC members who were considered to be “at risk” of publishing in Criminology and Criminal Justice (CCJ) journals were included. About one-third of ASC members published at least one CJPI article in 2004–2005, but this increased to one-half by 2010–2011. The number of articles published per year by those who published any articles also increased, from 1.0 in 2004–2005 to 1.4 in 2010–2011. The number of articles published in the 26 most central CCJ journals also increased, by about 75%. The most-published scholars in the first time period were Alex R. Piquero, Brian K. Payne, Francis T. Cullen, David W. Webb, and Julian V. Roberts; the most-published scholars in the second time period were Alex R. Piquero, Kevin M. Beaver, Wesley G. Jennings, George E. Higgins, and Matthew J. Delisi. Alex R. Piquero was the most prolific publisher on all measures in both time periods. Female scholars were more likely to appear among the most-published scholars in the second time period.     

《福建师大福清分校学报》2006-2010年载文、作者和引文统计分析

采用文献计量学的研究方法,对《福建师大福清分校学报》2006-2010年的载文、作者和引文的情况进行统计分析,并与相关的文献进行了比较。结果表明：该刊30期共载文731篇,基金项目论文占11.49%,篇均页码4.51页;论文合著率28.3%,合作指数1.41;第一作者中具有高级职称的占29.8%,女性占45.28%,年龄在35岁以下的占48.84%;篇均引文8.2条,英文引文占10.02%,期刊类引文占44.64%,引文质量有待于提高。并以此为依据,就《福建师大福清分校学报》在如何提高办刊质量、培育作者队伍以及引导文献引用等方面提出了几点建议。     

The Speed Factor in Mental Measurements

Abstract

The American Educational Research Association (AERA) is the major professional association for educational researchers. The research involvement and productivity of AERA members was analyzed using data from two major surveys. Depending on the operational definition for "research" that is applied, estimates of the proportion of AERA members who are researchers varies from 23 to 60 percent. The proportion of AERA members who publish research at some point in their career was found to compare very favorably with educators in general and with PhD’s in other fields.     

The scholarship of teaching and learning: A Special Niche for Faculty at Comprehensive Universities?

We investigated the involvement of faculty members at comprehensive universities in scholarship of teaching and learning publishing activities in four disciplines. Compared to to their publishing rates in research-oriented journals, comprehensive university faculty members were more involved in publishing articles and serving on editorial boards for pedagogical journals. Over the past three decades, the relative involvement in the scholarship of teaching and learning journals by faculty members at comprehensive universities and liberal arts colleges has increased whereas participation by faculty members at research universities has declined.     

To What Degree Does the Desire for Promotion Motivate Faculty to Perform Research? Testing the Expectancy Theory

Based on the rationale of expectancy theory, this article examines to what degree the desire for promotion motivates faculty to do research. Using Taiwanese faculty survey data, it is found that faculty members who show higher motivation for promotion display better research performance than their colleagues who show lower motivation for promotion. This article also indicates that different kinds of rewards have different motivating effects on various types of faculty research performance. After controlling for the effects of demographic, educational, and institutional variables, the results of logistic regressions show that faculty who think promotion and the satisfaction of curiosity are important tend to publish articles; faculty who want to demonstrate their mastery of their disciplines tend to publish books; and faculty who care about personal income are more likely to seek and receive the National Science Council Research Outcome Grant.