Terrace Metrics.
Department of Applied Psychology, Bouve College of Health Sciences, Northeastern University.
Sch Psychol. 2020 Nov;35(6):457-461. doi: 10.1037/spq0000417.
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. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
在这篇观点文章中，富有经验的医学翻译，Richard Gilman 和 Robin Codding（现任和即将卸任的《学校心理学》杂志的编辑）回应了 Conoley、Power 和 Gutkin 对学术期刊在推动专业范式转变中的作用的看法。基于历史趋势和当前的读者数据，作者提供了一些学术期刊有且将继续作为讨论学校心理学如何作为一门学科发展的主要论坛的原因。尽管如此，学术期刊本身存在一些固有局限性，阻碍了这种讨论。本文最后提出了一些建议，可以增强学术期刊在这些讨论中的贡献。
