1st Edition

Publishing in School Psychology and Related Fields An Insider's Guide

Edited By Randy G. Floyd Copyright 2018
    322 Pages
    by Routledge

    322 Pages
    by Routledge

    Publishing in School Psychology and Related Fields aims to help students, early career professionals, and seasoned scholars alike better understand the process of peer-review and publishing in journals, books, and other professional-oriented forums. Edited by a former editor of the Journal of School Psychology and containing chapters from insiders who have operated as productive authors, reviewers, and editors, this informative new resource contains practical and invaluable advice for anyone looking to increase their scholarly productivity and jump start their career.

    I. Recommendations for Success in Writing and Publishing 1. Writing for Publication, by Randy G. Floyd 2. Selecting the Optimal Journal Outlets, by Randy G. Floyd 3. The Peer-Review Process and Responding to Reviewer Feedback, by Randy G. Floyd 4. Ethics in Manuscript Preparation, Publishing, and Dissemination, by Randy G. Floyd II. Publishing in the School Psychology Generalist Journals 5. Publishing in the Journal of School Psychology, by Michelle K. Demaray 6. Publishing in Psychology in the Schools, by David E. McIntosh 7. Publishing in School Psychology International, by Amity L. Noltemeyer and Caven S. Mcloughlin 8. Publishing in School Psychology Quarterly, by Shane R. Jimerson and Richard C. Gilman 9. Publishing in School Psychology Review, by Amy L. Reschly 10. Publishing in the Canadian Journal of School Psychology, by Donald H. Saklofske 11. Publishing in Contemporary School Psychology, by Michael R. Hass 12. Publishing in International Journal of School & Educational Psychology, by Rik Carl D’Amato and Yuan Yuan Wang 13. Publishing in the Journal of Applied School Psychology, by Frank J. Sansosti 14. Publishing in School Psychology Forum: Research in Practice, by Oliver W. Edwards and Steven R. Shaw 15. Publishing in Trainers’ Forum, by Kelly Kennedy III. Publishing in Specialty Journals in School Psychology and Related Fields 16. Publishing in Behavioral Research Journals, by Scott P. Ardoin and Kevin M. Ayres 17. Publishing in Assessment and Measurement Journals, by Matthew R. Reynolds, Christopher R. Niileksela, and Emily M. Meyer 18. Publishing in Educational Psychology and Education Journals, by Daniel H. Robinson 19. Publishing in Special Education and Literacy Journals, by Elizabeth B. Meisinger and Melissa F. Robinson 20. Publishing in Clinical and Pediatric Journals, by Thomas J. Power and Katy E. Tresco 21. Publishing in Developmental Psychology Journals, by Ibrahim H. Acar and Kathleen Moritz Rudasill IV. Publishing in Other Outlets 22. Publishing in Professional Newsletters, by Rosemary Flanagan, John Desrochers, and Greg Machek 23. Publishing Books, by Dawn P. Flanagan and Megan C. Sy 24. Publishing Tests and Assessment Instruments, by Bruce A. Bracken V. Writing with Goals In Mind 25. Building Theory and Promoting Basic Science in School Psychology Research, by Matthew K. Burns and Shawna Petersen-Brown 26. Writing for Research to Practice, by Susan G. Forman and Christina N. Diaz 27. Engaging in Advocacy and Affecting Public Policy, by Frank C. Worrell, Rena F. Subotnik, and Paula Olszewski-Kubilius



    Randy G. Floyd, PhD is a Professor of Psychology, Training Director for the School Psychology doctoral program, and Associate Chair in the Department of Psychology at the University of Memphis. He has contributed to more than 80 publications and is the former editor of the Journal of School Psychology (2010-2014).

    "This highly readable and informative book should be required reading for anyone interested in publishing in school psychology and related fields. Graduate students, early-career scholars, and seasoned professionals will find the advice contained in this remarkable volume to be practical, valuable, and wise. Covering a broad range of pertinent topics, it is an essential resource for anyone interested in better understanding the publication process and enhancing their own writing skills."

    David N. Miller, PhD, Department of Educational and Counseling Psychology, University at Albany, State University of New York


    "Floyd has created a unique resource that will be valuable to anyone that currently or aspires to publish school psychology research. The book combines research on the process of publishing in school psychology, insider advice, and input from journal editors as well as respected scholars to provide the reader with actionable recommendations to maximize the likelihood that their work will be seen by a broader audience." 

    Ethan R. Van Norman, PhD, Assistant Professor, Department of Counseling and Psychological Services, Georgia State University


    "Publishing in School Psychology and Related Fields is a unique, comprehensive guide to all phases of authoring and publishing activity in school psychology. Accomplished journal and newsletter editors provide an insider’s view of the publishing process as well as detailed, extremely helpful information and strategies that will be invaluable for prospective authors. This book should be required reading for everyone seeking to publish in our field, ranging from graduate students to senior scholars."

    George J. DuPaul, PhD, Professor of School Psychology, Lehigh University


    "In the first book of its kind, Dr. Floyd explains and demystifies publishing in school psychology in a clear, insightful and approachable manner. This book will increase the rigor, impact, and translation of research, especially among graduate students and early career scholars. Dr. Floyd’s contribution has the unique ability to advance scholarship (both in critique and production) for all readers – thus, the impact of this text is immeasurable."

    Bryn Harris, PhD, Associate Professor, University of Colorado Denver


    "Although disseminating scientific work is essential to the field of school psychology, no one has described the process of peer review and publication. This exceptional book fills a significant void in the literature by comprehensively providing pragmatic guidelines for writing and publishing in school psychology. I strongly believe this book will serve as a critical resource."

    Tanya L. Eckert, PhD, Department of Psychology, Syracuse University