Literaturnachweis - Detailanzeige
| Autor/in | Grapin, Sally L. |
|---|---|
| Titel | Developing Special Issues for Peer-Reviewed Journals |
| Quelle | In: Communique, 51 (2023) 7, S.6 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0164-775X |
| Schlagwörter | Periodicals; School Psychologists; Journal Articles; Research; Role; Editing; Peer Evaluation |
| Abstract | Developing special issues or special topic sections for peer-reviewed journals is one way in which school psychologists can contribute to their field's research base. Special issues are designed to advance scholarship in a particular area and are guest edited by individuals, other than the journal's editor in chief (EIC), who have expertise in that area. Guest editing special issues for peer-reviewed journals is a valuable activity for school psychologists and their larger profession. Special issues create spaces for scholars to cultivate research in new or understudied areas. Moreover, guest editing can signal to an individual's academic institution that they are leaders in their field, thereby potentially supporting their career advancement (e.g., making a case for tenure and promotion). Developing a special issue also allows guest editors (GEs) and contributors to connect with others who share their professional interests. This article provides an introduction to the guest editing process as well as tips for school psychologists seeking to develop special issues for peer-reviewed journals. Specifically, this process is described across six steps: (1) defining the focus of the issue; (2) identifying a publication outlet; (3) proposing the special issue; (4) recruiting submissions; (5) managing the submission and review process; and (6) preparing the guest editor introduction. (ERIC). |
| Anmerkungen | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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