Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors
Abstract
Two online surveys were completed by editors, associate editors, editorial board members, and members or fellows of the Division 16 of the American Psychological Association. These surveys targeted (a) the criteria for a manuscript to be published in school psychology journals, and (b) the components of the peer-review process that should be improved. Although prior surveys have targeted these issues in general, none have been conducted in school psychology or examined differences in perspectives between those who serve in a reviewing capacity or those who have served only in an author capacity. Results identified the most important characteristics for a manuscript submitted for publication to be positively reviewed as well as identified differences in the expectations for such characteristics between novice authors (who do not contribute to the journal editorial process) and those authors who serve the journal editorial process more extensively (e.g., editors and associate editors). In addition, key areas to target for improvement (e.g., reducing potential reviewer bias) within the reviewing process were identified. © 2011 Society for the Study of School Psychology.
Publication Title
Journal of School Psychology
Recommended Citation
Albers, C., Floyd, R., Fuhrmann, M., & Martínez, R. (2011). Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors. Journal of School Psychology, 49 (6), 669-689. https://doi.org/10.1016/j.jsp.2011.10.002
